Teaching Reading & Writing: Improving Instruction & Student Achievement / Edition 1

by Brett Miller, Peggy McCardle

Overview

What's the connection between reading and writing, and how should they be taught both together and separately? Discover the answers in this cutting-edge research volume, ideal for use as a graduate-level text or a trusted professional reference. Featuring groundbreaking contributions from a who's who of top-level researchers, this important volume gives educators the foundational knowledge they'll need to plan and deliver high-quality, evidence-based reading and writing instruction aligned with Common Core State Standards. Educators will fully explore the link between reading and writing, learn how they complement and enhance each other, and discover promising instructional approaches that can strengthen all students' literacy skills and reduce achievement gaps. THE LATEST RESEARCH ON: Integrating reading and writing instruction Aligning instruction with Common Core State Standards Effectively translating the results of research studies into everyday practice Incorporating literacy instruction into academic content areas Developing a unified assessment model for literacy Building students' critical thinking skills Designing instruction and interventions for English language learners Creating preservice and inservice programs that help teachers support the reading-writing connection Using technology to teach and strengthen the reading-writing connection

Product Details

ISBN-13:	9781598573640
Publisher:	Brookes, Paul H. Publishing Company
Publication date:	12/01/2013
Edition description:	New Edition
Pages:	167
Product dimensions:	6.90(w) x 9.90(h) x 0.50(d)

About the Author

Unber Ahmad, B.S., Carolina Institute for Developmental Disabilities, University of North Carolina (UNC) School of Medicine; Chapel Hill, North Carolina; [e-mail]. Ms. Ahmad is conducting assessments and interventions for a U.S. Department of Education, Institute of Education Sciences project devoted to using strategy-based interventions for middle-school students at risk for writing disabilities.

Yusra Ahmed, M.S., Researcher 4, Texas Institute for Measurement Evaluation and Statistics (TIMES), University of Houston; Houston, Texas; [e-mail]. Ms. Ahmed is completing her doctoral degree in Developmental Psychology from Florida State University. Her dissertation is a meta-analytic structural equation model of written composition (as measured by curriculum-based, qualitative, and sentence-writing measures) using multiple literacy and language predictors. Other research areas include structural equation models, literacy and language acquisition in typically developing students and students with learning disabilities, identification and classification of learning disabilities, and language development in Spanish-speaking English language learners.

Kim Atwill, Ph.D., Professor, Department of World Languages and Literatures, Portland State University; Portland, Oregon; [e-mail]. Dr. Atwill is a former classroom teacher. Her current research focuses on the impact of instructional practice on language and literacy development among at-risk learners.

Sara Ballute, M.A., Lead Teacher of Social Studies, High School for Service and Learning at Erasmus Hall; Brooklyn, New York; [e-mail]. Prior to NYC, Ms. Ballute spent 2 years teaching in Montego Bay, Jamaica. She earned her bachelor’s degree in social studies education from Ithaca College and her master’s degree in anthropology from Hunter College. In 2009, Ms. Ballute was named by the New York Times as a “Teacher Who Makes a Difference.” For 2 years Ms. Ballute has been involved with New Visions for Public Schools, using the Literacy Design Collaborative to incorporate reading and writing into the social studies curriculum.

Jay Blanchard, Ph.D., Professor Emeritus of Reading Education, Mary Lou Fulton Teachers College, Arizona State University; Tempe, Arizona; currently Director of Reading, National Assessment of Educational Progress (NAEP), Educational Testing Service; Princeton, New Jersey; [e-mail]. Dr. Blanchard is a former classroom teacher and the author of numerous books and articles about technology and reading education beginning in 1979 with Computer Applications in Reading. For the last 10 years, he has assisted teachers of language minority and American Indian children with early literacy education through U.S. Department of Education Early Reading First grants. Dr. Blanchard is also a former board member of the International Reading Association.

Devon Brenner, Ph.D., Professor of Reading and Language Arts and head of the Department of Curriculum, Instruction, and Special Education in the College of Education, Mississippi State University; Mississippi State, Mississippi; [e-mail]. Dr. Brenner’s research focuses on policy and practice in literacy education and teacher education.

Megan C. Brown, Ph.D., Research Scientist and Project Manager, Language and Literacy in High Risk Populations Lab, Georgia State University; Atlanta, Georgia; [e-mail]. Dr. Brown studies the relationships between dialect variation, language knowledge, and literacy using experimental and quantitative methods. Her current research addresses how language disabilities intersect with dialect variation to complicate acquisition of language and literacy skills.

Joanne F. Carlisle, Ph.D., Profess

Table of Contents

About the Editors
About the Contributors
Foreword Jeb Bush
Preface Carrice Cummins
Acknowledgments

1. Introduction
Brett Miller, Peggy McCardle, and Richard Long

I The Basis: How Do We Approach Reading and Writing Today? Separately or as Two Sides of a Coin?

1. The Reading Side
Carol McDonald Connor, Sarah Ingebrand, and Jennifer Dombek
2. The Writing Side
Lara-Jeane Costa, Unber Ahmad, Crystal Edwards, Sarah Vanselous, Donna Carlson Yerby, and Stephen R. Hooper
3. Integrating Reading and Writing Instruction
Karen R. Harris and Steve Graham

II Applying What We Know: Evidence Bases and Practical Implementations

1. What Is an Evidence Base and When Can It Be Implemented?
Peggy McCardle and Brett Miller
2. Teacher Education for the Reading-Writing Connection
Devon Brenner
3. The Role of Linguistic Differences in Reading and Writing Instruction
Julie A. Washington, Megan C. Brown, and Katherine T. Rhodes
4. Discussion as a Means of Learning to Reason, Read, and Write Analytically
Joanne F. Carlisle, Julie Dwyer, and Julie E. Learned
5. Reading and Writing in the Service of Developing Rich Disciplinary Knowledge: Prospects in the Age of the Common Core State Standards
Jacquelyn M. Urbani, P. David Pearson, Sara Ballute, and Timothy A. Lent
6. Do No Harm: Applications and Misapplications of Research to Practice
Dorothy S. Strickland

III Preparing for Change: The Intersection of Theory, Measurement, and Technology with Instruction

1. Measurement: Facilitating the Goal of Literacy
Joanna S. Gorin, Tenaha O'Reilly, John Sabatini, Yi Song, and Paul Deane
2. The Many Possible Roles for Technology in the Reading-Writing Connection
Kim Atwill and Jay Blanchard
3. Why We Should Care About Literacy Models: Models of Reading and Writing and How They Can Elucidate the Connection Between Reading and Writing
Yusra Ahmed, Young-Suk Kim, and Richard K. Wagner
4. In Summary: What Can We Agree On?
Peggy McCardle, Richard Long, and Brett Miller

Index

Editorial Reviews

"Romeo and Juliet, Abbott & Costello, peanut butter & jelly… some combinations just make sense. This nifty little book explores one of these combinations, reading and writing: a pair that in the past has too often been kept apart in schools. This is a very practical book for educational leaders looking for a certain path to higher literacy achievement."

Distinguished Professor Emeritus, University of Illinois at Chicago - Timothy Shanahan

“Draws upon a wealth of research and case studies to illuminate the important reading-writing connection in attaining and demonstrating rich knowledge within subject areas.”

Bob Wise

The first comprehensive collection of research findings on reading-writing connections with a vision for future research. The contents are must reading for practitioners, researchers, and policy makers in the Common Core era of the information age.

Professor and Director of the NICHD-funded Center for Oral and Written Language Learners (OWLS) - Virginia W. Berninger

“A stimulating resource . . . [with] an amalgam of authors not often seen under one cover.”

Jill Fitzgerald

Timely for informing instructional practices under the new Common Core Standards . . . readers will find [the] synthesis of the evidence base informative and significant for moving research into practice.

Professor, Department of Teaching and Learning, Annette Caldwell Simmons School of Education and Human Development, Sout - Stephanie Al Otaiba

Offer[s] constructive ideas for professional development and application of the research while preparing educators to look to the future as they continue to strive for students’ success.

Assistant Professor, Concordia University Texas - Joanne Antrim

[A] timely edited volume on teaching reading and writing . . . The chapter authors and editors are to be congratulated for their contributions and for the impact they will have on the improvement of theory and practice in literacy instruction.

Professor of Psychology and Neuroscience; Director, Colorado Learning Disabilities Research Center, University of Colora - Richard K. Olson

A must read for those who care about effective preK-12 literacy instruction, high-quality teacher preparation programs, and increasing student achievement throughout our nation.

Assistant Professor of Education, University of Mary Washington - Tamie Pratt-Fartro

Draws upon a wealth of research and case studies to illuminate the important reading-writing connection in attaining and demonstrating rich knowledge within subject areas.

President, Alliance for Excellent Education; former governor of West Virginia - Bob Wise

A stimulating resource . . . [with] an amalgam of authors not often seen under one cover.

MetaMetrics, The Professor Emerita and Adjunct Research Professor, University of North Carolina at Chapel Hill - Jill Fitzgerald