Issues and Trends in Literacy Education

Richard D. Robinson is Professor of Literacy Education at the University of Missouri—Columbia. He is the author of 10 books and numerous articles on many areas of literacy development. His national prominence in the field of literacy has been acknowledged through many awards, such as the William H. Byler Distinguished Professor Award..

Michael C. McKenna is Thomas G. Jewell Professor of Reading at the University of Virginia.  He has authored, coauthored, or edited 21 books and more than 100 articles, chapters, and technical reports on a range of literacy topics.

Kristin Conradi is a doctoral candidate at the University of Virginia. She has taught literacy in kindergarten, second, and fourth grades in high-poverty, inner city schools, and she has worked as a reading specialist in grades K-3. She has served as a clinician in the McGuffey Reading Clinic, where she has worked extensively with young children who suffer from severe reading problems.

Chapter 1 Word Recognition

History of Phonics Instruction

Barbara J. Walker

Chapter 2 Fluency

What Is Fluent Reading and Why Is It Important?

Melanie R. Kuhn

Teaching Reading Fluency to Struggling Readers: Method, Materials, and Evidence

Tim Rasinski, Susan Homan, and Marie Biggs

One-Minute Fluency Measures

Theresa A. Deeney

Chapter 3 Comprehension

Reading through a Disciplinary Lens

Connie Juel, Heather Hebard, Julie Park Haubner, and Meredith Moran

Reading Comprehension Instruction: Focus on Content or Strategies?

Margaret G. McKeown, Isabel L. Beck, and Ronette G. K. Blake

Increasing Opportunities to Acquire Knowledge through Reading

Gina N. Cervitti, Carolyn A. Jaynes, and Elfrieda H. Hiebert

Chapter 4 Vocabulary

Vocabulary Development during Read-alouds: Primary practices

Karen J. Kindle

The Vocabulary-rich Classroom

Holly B. Lane and Stephanie Arriaza Allen

Closing the Vocabulary Gap

Jane L. David

Chapter 5 English Learners

Improving Achievement for English Learners: Conclusions from Recent Reviews and Emerging Research

Claude Goldenberg

Supporting Content Learning for English Learners

Eurydice B. Bauer, Patrick C. Manyak, Crystal Cook

Chapter 6 Literacy Coaching

What Matters for Elementary Literacy Coaching? Guiding Principles of Instructional Improvement and Students Achievement

Susan L’Allier, Laurie Elish-Piper, and Rita M. Bean

Models of Coaching

Michael C. McKenna and Sharon Walpole

Chapter 7 Adolescent Literacy

The Adolescent in Adolescent Literacy

Thomas W. Bean and Helen Harper

The Literacy Needs of Adolescents in Their Own Words

Sharon M. Pitcher, Gilda Martinez, Elizabeth A. Dicembre, Darleen Fewster, and

Montana K. McCormick

Chapter 8 Technology

21^st-Century Literacies: A Policy Research Brief

National Council of Teachers of English

Rethinking Online Reading Assessment

Julie Coiro

Chapter 9 Writing

What Is Happening in the Teaching of Writing?

Arthur N. Applebee and Judith A. Langer

Issues and Trends in Writing

Michael T. Moore

Chapter 10 Response to Intervention

Response to Intervention (RTI): What Every Reading Teacher Should Know

Eric E. M. Mesmer & Heidi Ann Mesmer

Rethinking Response to Intervention at Middle and High School

Lynn S. Fuchs, Donald Fuchs, and Donald L. Compton

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