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This Handbook provides a comprehensive and international
representation of state-of-the art research, theory, and practice
related to principal areas in which significant developments are
occurring in the study of literacy and technology. It offers a
glimpse of the commonalities faced by literacy educators around the
world, together with specific challenges raised by unique
circumstances. Volume I of this Handbook endeavored to lay
essential groundwork for the study of literacy and technology; it
retains an explanatory value that will not weaken over time. Volume
II differs considerably in conception. It assumes for the most part
a higher level of expertise on the part of readers, and the
projects and applications described by the contributors are
characterized by greater sophistication. The scope of technology
use is broader, and the challenges that have emerged are in sharper
focus. A powerful feature of this volume is the addition of
commentaries from experts across the field on the potential of
technology in key dimensions of literacy. The title of Volume II
has changed slightly to reflect the inclusion of contributions on a
broad geographic basis. It is now a truly international Handbook,
with chapter authors from six countries and five continents. The
International Handbook of Literacy and Technology: Volume II is
organized in five sections: *The Role of Technology in the New
Literacies; *Technology Applications with Specific Populations;
*Literacy Software and the Internet; *Teacher Education and
Professional Development; and *The Potential of Technology in Key
Dimensions of Literacy. The effects of technology on literate
activity have been both sweeping and subtle, marked by an
increasing variety of changes that are difficult to evaluate and
project. Perhaps the only prediction that can be offered with
certainty is that the impact of technology is irreversible.
Specific changes may come and go, but literacy and technology seem
inextricably linked. This Handbook is dedicated to that linkage and
to examining the intricacies that define it. International Handbook
of Literacy and Technology: Volume II is an essential reference for
researchers, professionals, and students in reading/literacy
education, literacy and technology, educational technology, and
related areas, and will serve well as a text for upper-level and
graduate courses on these topics.
This text gives prospective and practicing teachers a comprehensive
understanding of how to teach multiple literacies in elementary
arid middle school classrooms. All of the Iiteracies-dance, music,
visual arts, popular culture, media, and computer technologies-are
integrated with reading and writing. Balanced treatment is given to
theoretical perspectives and practical applications. The text also
features authentic cases written by preservice teachers, and
commentaries on the cases from practitioners and university
professors. The cases are designed to prepare future teachers for
the PRAXIS teacher certifying exam and others offered in many
states. Three theoretical chapters support the practical
applications: Chapter 1 addresses the benefits of writing and
analyzing cases and the specific attributes of exemplary teaching
cases, and offers guidelines for teachers to author their own case
narratives and questions for analyzing and discussing case issues
with peers; Chapter 2 discusses the role of electronic symbol
making and multiple sign systems in children's literacy and how
children use symbols to receive and express meaning; Chapter 3
offers a theoretical framework that helps define and enable
teachers to use the new literacies of Internet technology, and
provides a strong rationale for expanding traditional definitions
of literacy.
This text gives prospective and practicing teachers a comprehensive
understanding of how to teach multiple literacies in elementary and
middle school classrooms. All of the literacies--dance, music,
visual arts, popular culture, media, and computer technologies--are
integrated with reading and writing. Balanced treatment is given to
theoretical perspectives and practical applications. The text
features authentic cases written by preservice teachers, and
commentaries on the cases from practitioners and university
professors. The cases are designed to prepare future teachers for
the PRAXIS teacher certifying exam and others offered in many
states.
Three theoretical chapters support the practical applications:
*Chapter 1 addresses the benefits of writing and analyzing cases
and the specific attributes of exemplary teaching cases, and offers
guidelines for teachers to author their own case narratives and
questions for analyzing and discussing case issues with peers.
*Chapter 2 discusses the role of electronic symbol making and
multiple sign systems in children's literacy and how children use
symbols to receive and express meaning.
*Chapter 3 offers a theoretical framework that helps define and
enable teachers to use the new literacies of Internet technology,
and provides a strong rationale for expanding traditional
definitions of literacy.
The practical applications chapters (chaps. 4-12) gradually lead
readers toward a deeper understanding of how to conceptualize and
structure more complex, integrated lessons. In each of these
chapters:
*An "Overview" provides up-to-date information about the
particular form of literacy discussed in the chapter.
*A helpful "What Do You Need to Know and How Do You Begin" section
offers ideas and tasks for teachers who wish to nurture their
artistic and technological aptitudes, expand their understanding of
popular culture media, and increase their knowledge about
integrating diverse communication forms into cohesive themed units
or instruction.
*Exemplary cases--the heart of these chapters--present preservice
teachers' candid descriptions of their reflections, confusions, and
concerns as they support K-8 students writing and writing
development through multiple literacy approaches.
*Case-specific questions encourage readers to take an active part
in analyzing, documenting, and discussing the particular issues
raised.
*"Commentaries" by skilled practitioners and university professors
provide sound teaching suggestions, scholarly perspectives, and
sometimes contrasting solutions to the dilemmas described in the
cases.
*"Reflections and Explorations" activities help teachers become
more actively involved in thinking and learning about multiple
literacies.
*"Practical Applications" questions engage teachers in considering
their own teaching environments and goals as they integrate
multiple literacy lessons into their curriculum.
*"Suggested Readings" support teachers in constructing more
in-depth knowledge about the chapter topics.
The major shift going on today in the technologies of reading and
writing raises important questions about conventional conceptions
of literacy and its role in education, society, and culture. What
are the important characteristics of electronic forms of reading
and writing distinguishing them from printed forms? To what extent
and in what ways is literacy being transformed by new technologies?
This central question is addressed in this volume from diverse,
multidisciplinary perspectives. The contributing authors focus on a
guiding question in one of the following areas, which correspond to
the major sections of the book:
*Transforming Texts. What are the new differences between printed
and electronic texts, and what are the implications of new textual
forms for defining literacy, especially in regard to teaching and
learning in schools?
*Transforming Readers and Writers. How do electronic reading and
writing change conceptualizations of literacy development from
childhood through adulthood?
*Transforming Classrooms and Schools. What are the effects of
introducing new reading and writing technologies into schools and
classrooms?
*Transforming Instruction. How can instruction be adapted in
response to the changing literacy landscape, and how can teachers
and students exploit forms of reading and writing to enhance
teaching and learning?
*Transforming Society. What are the broad societal implications of
the increasing prevalence of electronic forms of reading and
writing?
*Transforming Literacy Research. What are the questions that must
be addressed as digital reading and writing become more common, and
what approaches to research will be most useful in addressing those
questions?
This volume is the result of an interactive process. The
contributors met as a group to discuss drafts of their chapters at
a one-day meeting convened and sponsored by the National Reading
Research Center, and had read each others' chapters prior to this
gathering. That meeting was followed by a two-day conference
attended by approximately 180 researchers, educators, and
policymakers who responded to an open invitation to present papers
and to attend sessions focusing on the six major themes of the
book. Contributors then revised their chapters based on
interactions with fellow contributors, conference participants, and
volume editors. Thus, this work is more than just a compilation of
the individual authors' views. Rather, it represents a synthesis of
a broad range of current thinking about how literacy is being and
may be transformed by technology.
The goal of this book is to answer the question What is
differentiated instruction? It offers pre-service and in-service
teachers the background and foundational skills they will need to
understand, plan for, and achieve effective differentiated literacy
instruction in their classrooms, based on individual student needs.
Chapters provide essential information about how to analyze and
synthesize data from assessments, use the information for grouping
students, and then plan and implement differentiated instruction.
Many specific, hands-on descriptions and exhibits are provided.
Case studies of real classrooms demonstrate effective
differentiated instructional techniques. End-of-chapter Practical
Application questions allow readers to apply chapter concepts as
they learn to motivate and teach diverse learners.
*Bestselling K-3 teacher resource and professional development
tool, updated: over 50% new material includes a new chapter and new
components. *Now a "one-stop" resource; new features include the
Informal Decoding Inventory, coaching templates, and updated lesson
plans and scripts, plus many additional letter, word, and picture
sorts. *Noted authors introduce "Differentiation 2.0," their highly
effective model that incorporates new standards, RTI approaches,
and rigorous new assessments. *Easy to use and practical: helps
busy teachers streamline their preparation time and includes dozens
of reproducible/downloadable tools.
The major shift going on today in the technologies of reading and
writing raises important questions about conventional conceptions
of literacy and its role in education, society, and culture. What
are the important characteristics of electronic forms of reading
and writing distinguishing them from printed forms? To what extent
and in what ways is literacy being transformed by new technologies?
This central question is addressed in this volume from diverse,
multidisciplinary perspectives. The contributing authors focus on a
guiding question in one of the following areas, which correspond to
the major sections of the book: *Transforming Texts. What are the
new differences between printed and electronic texts, and what are
the implications of new textual forms for defining literacy,
especially in regard to teaching and learning in schools?
*Transforming Readers and Writers. How do electronic reading and
writing change conceptualizations of literacy development from
childhood through adulthood? *Transforming Classrooms and Schools.
What are the effects of introducing new reading and writing
technologies into schools and classrooms? *Transforming
Instruction. How can instruction be adapted in response to the
changing literacy landscape, and how can teachers and students
exploit forms of reading and writing to enhance teaching and
learning? *Transforming Society. What are the broad societal
implications of the increasing prevalence of electronic forms of
reading and writing? *Transforming Literacy Research. What are the
questions that must be addressed as digital reading and writing
become more common, and what approaches to research will be most
useful in addressing those questions? This volume is the result of
an interactive process. The contributors met as a group to discuss
drafts of their chapters at a one-day meeting convened and
sponsored by the National Reading Research Center, and had read
each others' chapters prior to this gathering. That meeting was
followed by a two-day conference attended by approximately 180
researchers, educators, and policymakers who responded to an open
invitation to present papers and to attend sessions focusing on the
six major themes of the book. Contributors then revised their
chapters based on interactions with fellow contributors, conference
participants, and volume editors. Thus, this work is more than just
a compilation of the individual authors' views. Rather, it
represents a synthesis of a broad range of current thinking about
how literacy is being and may be transformed by technology.
International literacy assessments have provided ample data for
ranking nations, charting growth, and casting blame. Summarizing
the findings of these assessments, which afford a useful vantage
from which to view world literacy as it evolves, this book examines
literate behavior worldwide, in terms of both the ability of
populations from a wide variety of nations to read and the practice
of literate behavior in those nations. Drawing on The World's Most
Literate Nations, author Jack Miller's internationally released
study, emerging trends in world literacy and their relationships to
political, economic, and social factors are explored. Literacy, and
in particular the practice of literate behaviors, is used as a lens
through which to view countries' economic development, gender
equality, resource utilization, and ethnic discrimination. Above
all, this book is about trajectories. It begins with historical
contexts, described in terms of support for literate cultures.
Based on a variety of data sources, these trends are traced to the
present and then projected ahead. The literate futures of nations
are discussed and how these relate to their economic and
sociocultural development. This book is unique in providing a
broader perspective on an intractable problem, a vantage point that
offers useful insights to inform policy, and in bringing together
an array of relevant data sources not typically associated with
literacy status.
International literacy assessments have provided ample data for
ranking nations, charting growth, and casting blame. Summarizing
the findings of these assessments, which afford a useful vantage
from which to view world literacy as it evolves, this book examines
literate behavior worldwide, in terms of both the ability of
populations from a wide variety of nations to read and the practice
of literate behavior in those nations. Drawing on The World's Most
Literate Nations, author Jack Miller's internationally released
study, emerging trends in world literacy and their relationships to
political, economic, and social factors are explored. Literacy, and
in particular the practice of literate behaviors, is used as a lens
through which to view countries' economic development, gender
equality, resource utilization, and ethnic discrimination. Above
all, this book is about trajectories. It begins with historical
contexts, described in terms of support for literate cultures.
Based on a variety of data sources, these trends are traced to the
present and then projected ahead. The literate futures of nations
are discussed and how these relate to their economic and
sociocultural development. This book is unique in providing a
broader perspective on an intractable problem, a vantage point that
offers useful insights to inform policy, and in bringing together
an array of relevant data sources not typically associated with
literacy status.
Now in a revised and updated fourth edition, this accessible text
has given over 100,000 preservice and inservice teachers vital
tools for systematic reading assessment in grades K-8. The book
explains how to use both formal and informal assessments to
evaluate students' strengths and needs in all components of
reading. Effective, engaging methods for targeted instruction in
each area are outlined. In a convenient large-size format, the book
includes 30 reproducible tools, plus an additional multipage
assessment in an online-only appendix. Purchasers get access to a
companion website where they can download and print the
reproducible materials. New to This Edition *Expanded coverage of
the middle grades (4-8), including a new chapter and case study,
and explicit attention to this grade range throughout; new coauthor
Kevin Flanigan adds expertise in this area. *New and expanded
topics: computer-based testing methods, assessing academic
language, and how to use reading inventories more accurately.
*Additional reproducible tools: informal reading inventory summary
form, comprehension retelling forms for narrative and informational
text, computer-based comprehension test comparison worksheet,
revised Informal Decoding Inventory, and more.
From leading experts, this indispensable resource presents a
practical model for conducting reading assessments for screening,
diagnosis, and progress monitoring in each of the three tiers of
response to intervention (RTI). K-8 teachers and school personnel
are guided to use norm-referenced, informal, and curriculum-based
measures to assess key components of reading development and make
informed choices about instruction. The book describes how to
survey existing assessment practices in a school and craft a
systematic plan for improvement; reproducible tools include a
10-page RTI Assessment Audit that can be downloaded and printed in
a convenient 8 1/2" x 11" size. See also Assessment for Reading
Instruction, Third Edition, which explains the fundamentals of
assessment and provides essential hands-on tools.
*Bestselling K-3 teacher resource and professional development
tool, updated: over 50% new material includes a new chapter and new
components. *Now a "one-stop" resource; new features include the
Informal Decoding Inventory, coaching templates, and updated lesson
plans and scripts, plus many additional letter, word, and picture
sorts. *Noted authors introduce "Differentiation 2.0," their highly
effective model that incorporates new standards, RTI approaches,
and rigorous new assessments. *Easy to use and practical: helps
busy teachers streamline their preparation time and includes dozens
of reproducible/downloadable tools.
*Bestselling resource for grades 4-5, now updated: 30% new material
broadens the focus beyond reading, with a new chapter on writing
instruction. *Day-to-day strategies and resources include dozens of
reproducible lesson plans and templates, many new and all now
available for download. *Extremely practical and research based.
*From recognized experts. *Prior edition title: Differentiated
Reading Instruction in Grades 4 and 5.
Filled with clear explanations and doable strategies, this book
helps PreK-2 teachers juggle the demands of planning effective
instruction and creating a literacy-rich classroom environment.
Realistic vignettes illustrate how to set goals, develop
standards-based curricula and assessments, establish routines, and
organize the classroom space and the daily schedule. The authors
demonstrate the nuts and bolts of building an exemplary classroom
library and professional teaching library, collaborating as a team
with other teachers and specialists, preparing report cards, and
communicating with families. Several reproducible forms can be
downloaded and printed in a convenient 8 1/2" x 11" size.
This book guides teachers in grades 6-12 to strategically combine a
variety of texts-including literature, informational texts, and
digital sources-to meet their content-area goals and the demands of
the Common Core State Standards (CCSS). It presents clear-cut ways
to analyze text complexity, design challenging text sets, and help
students get the most out of what they read. Provided are practical
instructional ideas for building background knowledge, promoting
engagement, incorporating discussion and text-based writing, and
teaching research skills. Appendices offer sample unit plans for
English language arts, history/social studies, and science
classrooms. More than 20 reproducible coaching templates and other
tools can be downloaded and printed in a convenient 8 1/2" x 11"
size.
Now in a revised and updated fourth edition, this accessible text
has given over 100,000 preservice and inservice teachers vital
tools for systematic reading assessment in grades K-8. The book
explains how to use both formal and informal assessments to
evaluate students' strengths and needs in all components of
reading. Effective, engaging methods for targeted instruction in
each area are outlined. In a convenient large-size format, the book
includes 30 reproducible tools, plus an additional multipage
assessment in an online-only appendix. Purchasers get access to a
companion website where they can download and print the
reproducible materials. New to This Edition *Expanded coverage of
the middle grades (4-8), including a new chapter and case study,
and explicit attention to this grade range throughout; new coauthor
Kevin Flanigan adds expertise in this area. *New and expanded
topics: computer-based testing methods, assessing academic
language, and how to use reading inventories more accurately.
*Additional reproducible tools: informal reading inventory summary
form, comprehension retelling forms for narrative and informational
text, computer-based comprehension test comparison worksheet,
revised Informal Decoding Inventory, and more.
*Bestselling resource for grades 4-5, now updated: 30% new material
broadens the focus beyond reading, with a new chapter on writing
instruction. *Day-to-day strategies and resources include dozens of
reproducible lesson plans and templates, many new and all now
available for download. *Extremely practical and research based.
*From recognized experts. *Prior edition title: Differentiated
Reading Instruction in Grades 4 and 5.
Filled with clear explanations and doable strategies, this book
helps PreK-2 teachers juggle the demands of planning effective
instruction and creating a literacy-rich classroom environment.
Realistic vignettes illustrate how to set goals, develop
standards-based curricula and assessments, establish routines, and
organize the classroom space and the daily schedule. The authors
demonstrate the nuts and bolts of building an exemplary classroom
library and professional teaching library, collaborating as a team
with other teachers and specialists, preparing report cards, and
communicating with families. Several reproducible forms can be
downloaded and printed in a convenient 8 1/2" x 11" size.
This book guides teachers in grades 6-12 to strategically combine a
variety of texts--including literature, informational texts, and
digital sources--to meet their content-area goals and the demands
of the Common Core State Standards (CCSS). It presents clear-cut
ways to analyze text complexity, design challenging text sets, and
help students get the most out of what they read. Provided are
practical instructional ideas for building background knowledge,
promoting engagement, incorporating discussion and text-based
writing, and teaching research skills. Appendices offer sample unit
plans for English language arts, history/social studies, and
science classrooms. More than 20 reproducible coaching templates
and other tools can be downloaded and printed in a convenient 8 1/2
x 11 size.
From leading experts, this indispensable resource presents a
practical model for conducting reading assessments for screening,
diagnosis, and progress monitoring in each of the three tiers of
response to intervention (RTI). K-8 teachers and school personnel
are guided to use norm-referenced, informal, and curriculum-based
measures to assess key components of reading development and make
informed choices about instruction. The book describes how to
survey existing assessment practices in a school and craft a
systematic plan for improvement; reproducible tools include a
10-page RTI Assessment Audit that can be downloaded and printed in
a convenient 8 1/2" x 11" size. See also Assessment for Reading
Instruction, Third Edition, which explains the fundamentals of
assessment and provides essential hands-on tools.
*Complete, practical introduction to comprehension instruction for
developing young readers, PreK-2. *Gives special consideration to
developmental and cultural factors, such as kids' limited attention
spans and varying world experiences and self-regulatory abilities.
*Highlights strategies for working with English learners and
culturally diverse learners. *Provides clear links to the Common
Core standards plus 16 reproducible forms that purchasers can
download and print.
This bestselling book gives preservice and practicing literacy
coaches the tools they need to build a successful schoolwide
reading program. The authors, well-known experts in the field,
describe the literacy coach's crucial, evolving role in today's
schools. They offer step-by-step guidelines for implementing
curricula and assessments, selecting instructional materials, and
planning for differentiation and intervention. Specific ways to
support teachers by providing high-quality professional development
are discussed. The book is grounded in state-of-the-art research on
PreK-5 instruction and the characteristics of effective coaches.
New to This Edition * Incorporates the latest research and
instructional materials. * Expanded grade range now includes PreK
and grades 4-5. * Content on RTI and the Common Core standards is
woven throughout. * Strategies for making professional development
more responsive to teachers' needs. See also The Literacy Coaching
Challenge, which guides more experienced coaches in choosing among
different coaching models and addresses typical issues of
implementation.
When the goal is supporting excellent teaching, there is no
one-size-fits-all approach. This popular practitioner resource and
text helps readers navigate the many choices involved in developing
and fine-tuning a coaching program that offers the best fit for a
particular school. The authors draw on current research as well as
their extensive experience in K-8 settings. They provide clear
guidance (with helpful reproducibles) on: *Major coaching models
and how to choose among them. *Applying principles of adult
learning and motivation. *The role of reading assessment in
coaching. *Balancing classroom-level, grade-level, and whole-school
tasks. *Special considerations in middle school coaching. See also
The Literacy Coach's Handbook, Second Edition, which offers a
complete primer on the role of the literacy coach and what coaches
need to know to get started.
A complete road map for word knowledge instruction in PreK-2, this
book focuses on developing the word recognition and phonics skills
identified in the Common Core standards for Foundational Skills. It
offers clear-cut instructions for assessing students' stages of
word knowledge development--emergent, beginning, or
transitional--and their specific instructional needs. Chapters on
each developmental stage are packed with effective learning
activities and strategies, plus guidance for fitting them into the
classroom day. Of special value, online-only appendices provide
purchasers with more than 30 reproducible assessment and
instructional tools, ready to download and print in a convenient 8
1/2 x 11 size.
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