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.

"I WILL CONTINUE TO ADOPT THE TEXT BECAUSE IT'S THE ONLY ONE OF ITS KIND." Michael Moore "Students seem to find the text useful for learning about each area. It isn't just repetitious description of a topic. Instead, there are different points of view and ways to consider them." Carolyn Ann Walker

• Chapter 1 Word RecognitionHistory of Phonics InstructionBarbara J. WalkerChapter 2 FluencyWhat Is Fluent Reading and Why Is It Important?Melanie R. KuhnTeaching Reading Fluency to Struggling Readers: Method, Materials, and EvidenceTim Rasinski, Susan Homan, and Marie BiggsOne-Minute Fluency MeasuresTheresa A. DeeneyChapter 3 ComprehensionReading through a Disciplinary LensConnie Juel, Heather Hebard, Julie Park Haubner, and Meredith MoranReading Comprehension Instruction: Focus on Content or Strategies?Margaret G. McKeown, Isabel L. Beck, and Ronette G. K. BlakeIncreasing Opportunities to Acquire Knowledge through ReadingGina N. Cervitti, Carolyn A. Jaynes, and Elfrieda H. HiebertChapter 4 VocabularyVocabulary Development during Read-alouds: Primary practicesKaren J. KindleThe Vocabulary-rich ClassroomHolly B. Lane and Stephanie Arriaza AllenClosing the Vocabulary GapJane L. DavidChapter 5 English LearnersImproving Achievement for English Learners: Conclusions from Recent Reviews and Emerging ResearchClaude GoldenbergSupporting Content Learning for English LearnersEurydice B. Bauer, Patrick C. Manyak, Crystal CookChapter 6 Literacy CoachingWhat Matters for Elementary Literacy Coaching? Guiding Principles of Instructional Improvement and Students AchievementSusan L’Allier, Laurie Elish-Piper, and Rita M. BeanModels of CoachingMichael C. McKenna and Sharon WalpoleChapter 7 Adolescent LiteracyThe Adolescent in Adolescent LiteracyThomas W. Bean and Helen HarperThe Literacy Needs of Adolescents in Their Own WordsSharon M. Pitcher, Gilda Martinez, Elizabeth A. Dicembre, Darleen Fewster, andMontana K. McCormickChapter 8 Technology21st-Century Literacies: A Policy Research BriefNational Council of Teachers of EnglishRethinking Online Reading AssessmentJulie CoiroChapter 9 WritingWhat Is Happening in the Teaching of Writing?Arthur N. Applebee and Judith A. LangerIssues and Trends in WritingMichael T. MooreChapter 10 Response to InterventionResponse to Intervention (RTI): What Every Reading Teacher Should KnowEric E. M. Mesmer & Heidi Ann MesmerRethinking Response to Intervention at Middle and High SchoolLynn S. Fuchs, Donald Fuchs, and Donald L. Compton