Principles of Effective Literacy Instruction, Grades K-5

Seth A. Parsons, PhD, is Professor in the Sturtevant Center for Literacy in the School of Education at George Mason University. He teaches in the Elementary Education, Literacy, and Research Methods program areas. His award-winning research focuses on student motivation and engagement, teacher instructional adaptations, and teacher education and development. Dr. Parsons is currently coeditor of the Journal of Literacy Research and is past president of the Association of Literacy Educators and Researchers. He is coeditor of Principles of Effective Literacy Instruction, Grades K-5, and coauthor of Accelerating Learning Recovery for All Students.Margaret Vaughn, PhD, is Professor in the Department of Teaching and Learning at Washington State University. She teaches in the program areas of Research and Literacy, Language, and Technology. As a former classroom teacher, Dr. Vaughn recognizes the valuable role of teacher input and decision making in policy and practice and supports efforts to develop equity-focused learning environments. She is an advocate for student agency and developing equitable schools across the nation. Her award-winning research addresses issues of teacher practice and contemporary educational issues. Dr. Vaughn is coeditor of Principles of Effective Literacy Instruction, Grades K-5, and coauthor of Accelerating Learning Recovery for All Students and Teaching with Children’s Literature.

"Parsons and Vaughn have invited a group of extraordinary literacy researchers and practitioners to reflect on state-of-the art principles for teaching students at arguably the most important developmental grade levels. In addition to a laser focus on the most pressing issues of K-5 literacy instruction, the volume honors the work of teachers. Each scholar respectfully presents how instruction can and should cause young readers to maximize their literacy potential. This book is a perfect text for preservice elementary literacy methods courses, will likely be used in reading specialist graduate programs, and can frame lively conversations about effective literacy instruction in professional learning communities."--Barbara A. Marinak, PhD, Dean, School of Education, Mount St. Mary's University"I have learned from both my research and my more than 50 years of working with K-5 classroom teachers that teaching reading is a complex, creative process based in principles, not rules. Teachers must apply those principles in various ways at various times to help students become all they are capable of being. This book helps teachers understand that the key to success is thoughtful adaptation of an array of environmental, instructional, and personal principles. It is a valuable introductory resource for preservice and inservice teachers immersed in the complexities of teaching reading to diverse populations of students."--Gerald G. Duffy, EdD, College of Education (Emeritus), Michigan State University"This book is impressive on several counts, including the caliber of the contributors and the compelling chapter topics. Teacher educators who are intent on preparing preservice teachers for a world in which diversity, equity, and inclusion are the mainstays undergirding effective literacy instruction will find myriad reasons to adopt this book."--Donna E. Alvermann, PhD, Department of Language and Literacy Education, University of Georgia"A detailed, current, and comprehensive guide to the essential elements of teaching reading and other components of literacy. As a former reading specialist, classroom teacher, and administrator, I highly encourage all educational leaders to read this exceptional text for a deeper understanding of the principled approach to literacy instruction."--Mary E. McNamee, MS, early childhood specialist, School Readiness Project, Fairfax County Government Office for Children, Virginia-

• I. Environment1. Print- and Text-Rich Classroom Environments, Allison Ward Parsons & Christy Irish2. Well-Managed and Efficient Literacy Learning Environments, D. Ray Reutzel & Sarah K. Clark3. Literacy Teaching for Equity, María Paula Ghiso, H. Gerald Campano, & Ankhi G. ThakurtaII. Instruction4. Phonemic Awareness and Phonics, Evan Ortlieb, Susan Schatz, & Kathy Ganske5. Reading Fluency, Chase Young, Timothy Rasinski, & Shelly Landreth6. Comprehension and Vocabulary, Douglas Fisher, Nancy Frey, & Rachelle S. Savitz7. Assessment, Dixie Massey8. Appropriate Intervention, Ying Guo & Allison Breit-Smith9. Effective Differentiation, Steven J. Amendum & Kristin Conradi Smith10. Explicit Instruction, Dana A. Robertson11. Using Discussion to Support Literacy Learning, Jacquelynn A. Malloy & Leslie D. Roberts12. Writing–Reading Integration, Zoi A. Philippakos13. Literacy in the Disciplines, Cynthia H. Brock, Vicky I. Zygouris-Coe, Andrea Hayden, Joshua Montgomery, Kathleen Kniss, & Katherine Muir Welsh14. Arranging for Reading Engagement, Gay Ivey & Erika S. Gray15. Authentic, Challenging Tasks, Roya Q. Scales16. Autonomy-Supportive Classroom Environments, Samantha T. Ives, Madelyn Stephens Wells, & Seth A. Parsons17. Culturally Relevant Pedagogy and Multiliteracies, Jennifer D. Turner, Chrystine Mitchell, & Olivia A. Murphy18. Critical Approaches to Text, Grace Enriquez19. Integrating Digital Technology, Amy C. Hutchison20. Adaptive Teaching, Margaret VaughnIII. Teachers21. Reflective Practice, Mary McGriff & Michelle Rosen22. Teachers as Lifelong Learners, Aimee L. Morewood & Julie W. AnkrumIndex