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

    by Douglas Fisher, Nancy Frey, John Hattie


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    • ISBN-13: 9781506332352
    • Publisher: SAGE Publications
    • Publication date: 04/12/2016
    • Pages: 216
    • Sales rank: 19,287
    • Product dimensions: 7.40(w) x 9.00(h) x 0.70(d)

    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 McAuliffe Award for Excellence in Teacher Education. Doug can be reached at dfisher@mail.sdsu.edu.

    Nancy Frey, Ph.D., is Professor of Literacy in the Department of Educational Leadership at San Diego State University. The recipient of the 2008 Early Career Achievement Award from the National Reading Conference, she is also a teacher-leader at Health Sciences High & Middle College and a credentialed special educator, reading specialist, and administrator in California.

    Dr. John Hattie has been Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, since March 2011. He was previously Professor of Education at the University of Auckland. His research interests are based on applying measurement models to education problems. He is president of the International Test Commission, served as advisor to various Ministers, chaired the NZ performance based research fund, and in the last Queens Birthday awards was made “Order of Merit for New Zealand” for services to education. He is a cricket umpire and coach, enjoys being a Dad to his young men, besotted with his dogs, and moved with his wife as she attained a promotion to Melbourne. Learn more about his research at www.corwin.com/visiblelearning.

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    Table of Contents

    List of Videos
    Preface
    Acknowledgments
    Chapter 1. Laying the Groundwork for Visible Learning for Literacy
    The Evidence Base
    Meta-Analyses
    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
    Conclusion
    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
    Mnemonics
    Word Cards
    Modeling Word Solving
    Word and Concept Sorts
    Wide Reading
    Reading Comprehension Instruction in Context
    Summarizing
    Annotating Text
    Note-Taking
    Consolidation of Literacy Learning Made Visible
    Rehearsal and Memorization Through Spaced Practice
    Repeated Reading
    Receiving Feedback
    Collaborative Learning With Peers
    Conclusion
    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
    Conclusion
    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
    Conclusion
    Chapter 5. Determining Impact, Responding When the Impact Is Insufficient, and Knowing What Does Not Work
    Determining Impact
    Preassessment
    Postassessment
    Responding When There Is Insufficient Impact
    Response to Intervention
    Screening
    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
    Homework
    Conclusion
    Appendix: Effect Sizes
    References
    Index

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    Ensure students demonstrate more than a year’s worth of learning during a school year

    Renowned literacy experts Douglas Fisher and Nancy Frey work with John Hattie to apply his 15 years of research, identifying instructional routines that have the biggest impact on student learning, to literacy practices. These practices are “visible” because their purpose is clear, they are implemented at the right moment in a student’s learning, and their effect is tangible.

    Through dozens of classroom scenarios, learn how to use the right approach at the right time for surface, deep, and transfer learning and which routines are most effective at each phase of learning.

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