In Forged by Reading, Beers and Probst reflect on the role of reading in a democratic society. It is a book that helps us to understand why creating independent readers and writers is critical to the health of our world. Beers and Probst argue that reading and writing are the tools of literacy. This is critical because the history of literacy has largely been about the suppression of that power and privilege. Written in 2020 against the backdrop of the COVID-19 pandemic, the death of George Floyd and the ensuing emergence of the anti-racism protests, this is a book about literacy and the opportunity for change it offers to our society. This book examines the inequalities of our world through the lens of literacy. Rachel Clarke, Independent Reading Consultant

This book brings together authors actively involved in shaping the field of literacy studies, presenting a robust approach to the theoretical and empirical work which is currently pushing the boundaries of literacy research and also pointing to future directions for literacy research.

This book invites readers to challenge, corroborate, and add to the discourse on more inclusive pedagogical practice. Presenting theoretically and empirically informed research, it highlights potential considerations regarding the intersections of diversity, literacy, and learner difficulties. These three areas provide a stage where opposing paradigms often pose challenges for educators and create unnecessary barriers to providing the best education for all learners. These barriers might reveal how students are positioned through a deficit lens rather than one that recognizes individual differences and how these learner differences sometimes result in labels or put students at increased risk of encountering difficulties. The contributing authors' goals are to start and sustain a conversation that examines these perspectives and to offer counter-narratives to the deficit lens by recognizing that individual difference does not need to be a barrier to educational access. By examining opportunities for more inclusive educational success, this book encourages discourse among key stakeholders; further, it goes beyond problematizing to offer new avenues for optimal learning and inclusive pedagogy across multiple contexts.

Enhance your English-language arts content instruction with the SIOP Model and transform your English learners into readers, writers and speakers of English. Based on the best-selling resource, "Making Content Comprehensible for English Learners: The SIOP Model" by acclaimed authors Jana Echevarria, MaryEllen Vogt, and Deborah Short, reading and English teacher's literacy coaches, intervention teachers, and reading specialists have access to research-based, SIOP-tested techniques for lessons specifically for the English-language arts (ELA) classroom. This highly anticipated book, "The SIOP Model for Teaching English-Language Arts to English Learners" addresses the issues faced in educating English learners (ELs) in ELA at each grade-level. SIOP techniques and activities organized around the eight SIOP components guide educators in promoting academic language development along with comprehensible content. Written for SIOP teachers and those who have learned the SIOP Model, this book includes proven, effective English-language arts lessons and comprehensive units designed by SIOP language arts educators Karlin LaPorta and Lisa Mitchener. In addition, this book provides ideas to adapt the techniques for students at different levels of English proficiency. This invaluable resource is sure to become an indispensable resource for ELA educators of English learners.

• Presents a systematic process for teaching both the ELA academic content and ELA academic language to English learners.
• Offers ideas and activities about teaching ELA and organizes activities by grade-bands--K-2, 3-5 (or 6), 6-8, and 9-12 and SIOP components.
• Provides use-tomorrow ideas and activities for implementing the eight components of the SIOP Model in an ELA classroom.
• Includes lesson plans and comprehensive units that illustrate how a particular activity can be effective for ALL students, not just English learners.
• Create the ideal SIOP classroom with other resourcesfrom the SIOP Model Series "99 Ideas and Activities for Teaching English Learners with the SIOP Model"; "Implementing the SIOP Model through Effective Coaching and Professional Development;""The SIOP Model for Administrators; Making Content Comprehensible for Elementary English Learners; Making Content Comprehensible for Secondary English Learners"; "The SIOP Model for Teaching Math to English Learners; The SIOP Model for Teaching Social Studies to English Learners; "and "The SIOP Model for Teaching Science to English Learners" (all published by Pearson)

This book examines the evidence for literacy in early medieval Italy under the rule of the Lombards, the last of the barbarian invaders who established a kingdom in north and central Italy from 568 to 774. By examining different kinds of written documentation (legislation, charters, inscriptions and manuscripts), the study reveals that Lombard Italy actually possessed a relatively sophisticated written culture prior to the so-called Carolingian Renaissance of the ninth century.

Offering a unique and original perspective on Bourdieu, language-based ethnographies,and reflexivity, this volume provides a nuanced, in-depth discussion of the complex relationship between these interconnected topics and their impact in real-world contexts. Part I opens the book with an overview of the historical background and development of language-based ethnographic research and Bourdieu's work in this space. Part II presents a series of case studies that highlight a Bourdieusian perspective and demonstrate how reflexivity impacts language-based ethnography. In each study, Bourdieu's conceptual framework of reflexively-informed objectivity examines the ways in which the studies themselves were constructed and understood. Building on Parts I and II, the concluding set of chapters in Part III unpacks the messiness of the theory and practice of language-based ethnography, and provides insights into what reflexivity means for Bourdieu and in practical contexts. Arguing for a greater reflexive understanding in research practice, this volume sets an agenda for future literacy and language research.

Listening to the voices of learners as they write an essay or try to cope with unfamiliar words in a text is a luxury often reserved for researchers. This book observes individuals performing similar tasks in their first and their foreign language and invites readers with an interest in foreign language acquisition to follow the same learners in their efforts to cope in both languages.

This is the first comprehensive study of the origins and early uses of Russian writing. Simon Franklin examines a wide range of writings, from the parchment manuscripts of the Orthodox Church, through the Novgorod birch-bark documents, to inscriptions on stone and metal. He analyzes the texts from a variety of perspectives, and presents fascinating insight into this crucial aspect of Russian history. The impressive scholarship and idiosyncratic wit of the volume commend it to specialists in Russian history and Russian literature.

Scottish education and literacy have achieved a legendary status. A campaign promoted by church and state between 1560 and 1696 is said to have produced the most literate population in the early modern world. This book sets out to test this belief by comparing the ability to read and write in Scotland with northern England in particular and with Europe and North America in general. It combines extensive statistical analysis with qualitative and theoretical discussion to produce an important argument about the significance of literacy and education for the individual and society of relevance not just to the Scottish experience but to a far broader social and geographical area.

he author of Parents Who Love Reading, Kids Who Don't now offers a cornucopia of simple, practical tips that will help children--no matter what their age or level of reading ability--learn to read. A separate section identifies books suited to different kinds of readers, such as girls who love horses, teenagers who like rock bands, and computer nuts.

This book documents the impact of Stephen Harris's works in Aboriginal education, Aboriginal learning styles, domains of language use and bilingual-bicultural education. It provides a summary and critique of Stephen Harris's key ideas, particularly those on bilingual-bicultural education. This book also profiles the man, his background, his beliefs and talents. It showcases contributions and personal reflections from Stephen's family, wife, close colleagues, and many of those influenced by his work. This festschrift explores the professional life and work of Stephen Harris as an educator and anthropologist who worked in the Northern Territory of Australia.

Literacy in American Lives traces the changing conditions of literacy learning over the past century as they were felt in the lives of ordinary Americans born between 1895 and 1985. The book demonstrates what sharply rising standards for literacy have meant to successive generations of Americans and how--as students, workers, parents, and citizens--they have responded to rapid changes in the meaning and methods of literacy learning in their society. Drawing on more than 80 life histories of Americans from all walks of life, the book addresses critical questions facing public education at the start of the twenty-first century.

Literacy in American Lives traces the changing conditions of literacy learning over the past century as they were felt in the lives of ordinary Americans born between 1895 and 1985. The book demonstrates what sharply rising standards for literacy have meant to successive generations of Americans and how--as students, workers, parents, and citizens--they have responded to rapid changes in the meaning and methods of literacy learning in their society. Drawing on more than 80 life histories of Americans from all walks of life, the book addresses critical questions facing public education at the start of the twenty-first century.

English Language Arts offers both undergraduates and starting-graduate students in education an introduction to the connections that exist between language arts and a critical orientation to education. Because language influences all aspects of education, English teachers have a unique responsibility to create opportunities for learners to cultivate literacy practices that will empower them to reach their potential. Applying critical and theoretical perspectives to teaching English language arts, this primer considers how meanings are made in intersecting spaces of learners, teachers, and texts. Julie Gorlewski shows future and current teachers how critical English language arts education can be put into practice with concrete strategies and examples in both formal and informal educational settings. With opportunities for readers to engage in deeper discussion through suggested activities, English Language Arts' pedagogical features include: Model Classroom Scenarios Extension Questions Glossary of Key Terms

This volume presents the state of the art in terms of stylistic research and application, including EFL and ESL language classroom situations. Some of the most prominent scholars from a variety of backgrounds in the field of pedagogical stylistics show how theory, empirical studies and new technology, including corpus analysis, can be integrated into the classroom.