Best Practices in Literacy Instruction (Paperback)

Best Practices in Literacy Instruction By Lesley Mandel Morrow, PhD (Editor), Ernest Morrell (Editor), Heather Kenyon Casey, PhD (Editor), Gholnecsar (Gholdy) E. Muhammad (Foreword by), Cornelius Minor (Afterword by) Cover Image

Best Practices in Literacy Instruction (Paperback)

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This authoritative text and PreK–12 teacher resource is now in a substantially revised seventh edition with 80% new material, foregrounding advances in inclusive, equitable instruction. Teachers are guided through every major component of reading, as well as assessment, motivation, teaching bilingual learners, strengthening connections with families and communities, and more. The book presents principles and strategies for teaching literature and nonfiction texts, organizing and differentiating instruction, supporting struggling readers, and promoting digital literacy. Pedagogical features include chapter-opening bulleted previews of key points; reviews of the research evidence; recommendations for best practices in action, with examples from exemplary classrooms; and end-of-chapter engagement activities.
 
New to This Edition
*Chapter on culturally responsive teaching, plus more attention to social justice and equity throughout. 
*Chapter on supporting students in the “invisible middle.”
*Important new focus on social and emotional learning (SEL).
*All chapters thoroughly revised or rewritten to reflect current research, theory, and instructional practices. 
 
Lesley Mandel Morrow, PhD, is Distinguished Professor of Literacy and Director of the Center for Literacy Development at the Graduate School of Education at Rutgers, The State University of New Jersey. Her research deals with early literacy development and the organization and management of language arts programs and literacy-rich environments. Dr. Morrow has published more than 300 journal articles, chapters, and books. Her work has been recognized with awards including the Outstanding Teacher Educator in Reading Award and the William S. Gray Citation of Merit, both from the International Literacy Association (ILA), and the Oscar S. Causey Award for outstanding contributions to reading research from the Literacy Research Association. Dr. Morrow is past president of the ILA and is a member and past president of the Reading Hall of Fame.
 
Ernest Morrell, PhD, is Associate Dean of Humanities and Equity in the College of Arts and Letters, Coyle Professor of Literacy Education, Faculty in English and Africana Studies, and Director of the Center for Literacy Education at the University of Notre Dame. He is an elected Fellow of the American Educational Research Association and a past president of the National Council of Teachers of English (NCTE). Dr. Morrell’s scholarly interests include literacy studies, critical media pedagogy, English education, postcolonial literatures, the African Diaspora, and youth popular culture. He is the recipient of the NCTE Distinguished Service Award, the Kent Williamson Leadership Award from the Conference for English Leadership, and the Divergent Award for 21st Century Literacies. He has written more than 90 articles and book chapters and has authored or edited more than ten books.
 
Heather Kenyon Casey, PhD, is Professor of Literacy Education at Rider University, where she teaches undergraduate and graduate courses in literacy, coordinates the graduate-level literacy concentration, and is Site Director of the National Writing Project. A former middle school language arts teacher and a certified reading specialist, Dr. Casey is past co-chair of the Adolescent Literacy Task Force and the Literacy Reform Task Force of the International Literacy Association (ILA). Her research focuses on the use of collaborative learning structures and new literacies to support adolescent literacy development and engagement. She has published numerous articles and book chapters in these areas and recently edited a series for the ILA, Literacy Practices That Adolescents Deserve. She has also led several grants in partnership with the National Writing Project focusing on building teacher leadership.
 

Product Details ISBN: 9781462552238
ISBN-10: 1462552234
Publisher: The Guilford Press
Publication Date: May 30th, 2023
Pages: 496
Language: English
"At a time when access to literacy should be commonplace, we continue to witness historic inequities. The seventh edition of this foundational text takes readers on a much-needed journey into the literacy lives of children from diverse backgrounds. It shares evidence-based, innovative ideas from multiple experts in the field. I often remind my students that, when it comes to children's learning, 'You must reach them to teach them!' This book provides guidance on how to reach all children--and effectively teach them."--Gwendolyn Thompson McMillon, PhD, Professor of Literacy and Coordinator, Literacy, Culture, and Language Doctoral Program, Oakland University

"The revised seventh edition addresses the foundations of what we know about reading comprehension, vocabulary and language development, and writing, across grades and content areas. It offers dedicated attention to the complex, multidimensional demands of literacy skills, with a social justice focus on how best practices can contribute to robust learning for all students. Across the chapters, the book illustrates the centrality of the cultural repertoires that students bring to the classroom, and shows how to recruit and sustain these repertoires in instruction. This volume is both a theoretical and practical guide that can support learning in teacher preparation programs as well as professional learning communities."--Carol D. Lee, PhD, Edwina S. Tarry Professor Emerita, School of Education and Social Policy, Northwestern University

"Each edition of this text brings essential knowledge to the field. The seventh edition highlights the complexity of literacy and the need to reconsider traditional views and approaches to teaching literacy at all grade levels. I recommend the text as a whole for graduate-level courses on literacy, while individual chapters can augment undergraduate courses. Chapters are written by experts in the field, and students will benefit from the comprehensive and critical approach."--Danielle V. Dennis, PhD, Dean and Professor, College of Education and Professional Studies, University of Rhode Island

"Recommended for literacy teachers of all skill levels." (on the fourth edition)
— Choice Reviews