Meeting a tremendous need for K–8 schools and educators, this timely book outlines core principles for counteracting the disruptions of the pandemic and recovering from learning loss. The authors present a holistic approach to responsive literacy instruction to support all students’ academic and social–emotional growth, now and in the years to come. Fundamental areas of learning recovery are addressed–developing schoolwide action plans, partnering with families and communities, building collaborative literacy leadership, assessing for differentiated instruction, planning targeted interventions, and implementing supplemental learning programs. Every chapter includes relevant research findings, clear examples of principles in action, and reflection questions that help educators apply the concepts they have learned.
Inhoudsopgave
1. Introduction: What Do We Need Now to Support Literacy Learning in Our Schools?
2. Schools and Communities Partnering for Literacy
3. Developing a Schoolwide Action Plan
4. Collaborative and Distributed Literacy Leadership
5. Assessment for Differentiated Literacy Instruction
6. Interventions That Emphasize Literacy Skills, Motivation, and Cultural Relevance
7. Supplemental Learning Programs in and out of School
8. Planning Ahead
References
Index
Over de auteur
Margaret Vaughn, Ph D, 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.
Seth A. Parsons, Ph D, 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.
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