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SAGE Publications
Visible Learning for Literacy, Grades K-12: Implementing the Practices That Work Best to Accelerate Student Learning / Edition 1

Visible Learning for Literacy, Grades K-12: Implementing the Practices That Work Best to Accelerate Student Learning / Edition 1


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Product Details

ISBN-13: 9781506332352
Publisher: SAGE Publications
Publication date: 04/12/2016
Series: Corwin Literacy Series
Edition description: First Edition
Pages: 216
Sales rank: 33,103
Product dimensions: 7.30(w) x 9.10(h) x 0.70(d)

About the Author

Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is the recipient of an IRA Celebrate Literacy Award, NCTE’s Farmer Award for Excellence in Writing, as well as a Christa Mc Auliffe Award for Excellence in Teacher Education. Doug can be reached at

Professor John Hattie is an award-winning education researcher and best-selling author with nearly 30 years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly 30 years synthesizing more than 1,500 meta-analyses comprising more than 90,000 studies involving over 300 million students around the world. He has presented and keynoted in over 350 international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and, most recently, 10 Mindframes for Visible Learning. Learn more about his research at

Table of Contents

List of Videos
Chapter 1. Laying the Groundwork for Visible Learning for Literacy
The Evidence Base
Effect Sizes
Noticing What Works
Learning From What Works, Not Limited to Literacy
Teacher Credibility
Teacher–Student Relationships
Teacher Expectations
General Literacy Learning Practices
1. Challenge
2. Self-Efficacy
3. Learning Intentions With Success Criteria
Chapter 2. Surface Literacy Learning
Why Surface Literacy Learning Is Essential
Acquisition and Consolidation
Acquisition of Literacy Learning Made Visible
Leveraging Prior Knowledge
Phonics Instruction and Direct Instruction in Context
Vocabulary Instruction
Word Cards
Modeling Word Solving
Word and Concept Sorts
Wide Reading
Reading Comprehension Instruction in Context
Annotating Text
Consolidation of Literacy Learning Made Visible
Rehearsal and Memorization Through Spaced Practice
Repeated Reading
Receiving Feedback
Collaborative Learning With Peers
Chapter 3. Deep Literacy Learning
Moving From Surface to Deep
Deep Acquisition and Deep Consolidation
Deep Acquisition of Literacy Learning Made Visible
Concept Mapping
Discussion and Questioning
Close Reading
Deep Consolidation of Literacy Learning Made Visible
Metacognitive Strategies
Reciprocal Teaching
Feedback to the Learner
Chapter 4. Teaching Literacy for Transfer
Moving From Deep Learning to Transfer
Types of Transfer: Near and Far
The Paths for Transfer: Low-Road Hugging and High-Road Bridging
Setting the Conditions for Transfer of Learning
Teaching Students to Organize Conceptual Knowledge
Students Identify Analogies
Peer Tutoring
Reading Across Documents
Problem-Solving Teaching
Teaching Students to Transform Conceptual Knowledge
Socratic Seminar
Extended Writing
Time to Investigate and Produce
Chapter 5. Determining Impact, Responding When the Impact Is Insufficient, and Knowing What Does Not Work
Determining Impact
Responding When There Is Insufficient Impact
Response to Intervention
Quality Core Instruction
Progress Monitoring
Supplemental and Intensive Interventions
Learning From What Doesn’t Work
Grade-Level Retention
Ability Grouping
Matching Learning Styles With Instruction
Test Prep
Appendix: Effect Sizes

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