Through this pragmatic approach to core reading programs and literature-based instruction teachers are offered opportunities to effectively use both to enhance their students' literacy instruction and learning. The authors select various sample themes and lessons from existing core programs. From this base, they show multiple ways that teachers can extend these initial learnings to more complex, deeper understandings. Similar to core reading programs, the authors provide multiple ways to extend the core reading experience, where teachers can choose what best fits the needs of their students.
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About the Author
Diane Barone is professor of literacy studies at the University of Nevada, Reno. She teaches courses in early literacy, literacy and diversity, and qualitative research. Diane recently served as the Editor of Reading Research Quarterly and is the Principal Investigator for Reading First in Nevada. She's also a member of the board for the International Reading Association. She is the author of multiple titles including Reading First in the Classroom with Joan Taylor and Darrin Hardman, Literacy and Young Children: Research-Based Practices with Lesley Morrow, Teaching Early Literacy: Development, Assessment, and Instruction with Marla Mallette and Shelley Xu, and Writing Without Boundaries: What's Possible When Students Combine Genres with Suzette Youngs. Suzette Youngs taught the intermediate grades in multiage classrooms in Arizona, Colorado, and Nevada. She is currently teaching courses in reading methods and children's literature while pursuing a doctorate at the University of Nevada, Reno. Her published books include Around the Reading Workshop in 180 Days and a book she co-authored with Diane Barone, Writing Without Boundaries: What's Possible When Students Combine Genres.