Knowledge to Support the Teaching of Reading

THE EDITORS CATHERINE E. SNOW is the Henry Lee Shattuck Professor at the Harvard Graduate School of Education. She conducts research on first and second language acquisition and literacy development in monolingual and bilingual children. PEG GRIFFIN is a research affiliate of the Laboratory of Comparative Human Cognition of the University of California at San Diego. She studies language and literacy in various school subjects and in preschools. M. SUSAN BURNS is co-coordinator of the Early Childhood Education Program in the College of Education and Human Development at George Mason University. She studies cognition, language, and literacy in the early childhood education of culturally, linguistically, and ability diverse children. In addition to the editors, the subcommittee includes Gina Cervetti, Claude Goldenberg, Louisa Moats, Annemarie Palincsar, P. David Pearson, Dorothy Strickland, and MaryEllen Vogt.

• Preface ixNational Academy of Education’s Reading Sub-Committee Members xiAcknowledgments xiiiAbout the Authors xv1 Yet Another Report About Teacher Education? 12 Students Change: What are Teachers to Learn About Reading Development? 153 Students Vary: How Can Teachers Address All Their Needs? 1234 Students Encounter Difficulties: When Teachers Need Specialized Knowledge 1615 Learning to Use Reading Assessments Wisely 1776 A Model of Professional Growth in Reading Education 201Appendix 225References 235Name Index 295Subject Index 301