pix August, D., & Hakuta, K. (1997). Improving schooling for language-minority children: A research agenda. Washington DC: National Academy Press.

This book reviews current state of knowledge and identify research developed within the topic of English as a second language. Overlying topics of the chapters are bilingualism and second-language learning, cognitive aspects of school learning, including literacy development and content area learning, social context of school learning, student assessment, program evaluation, school and classroom effectiveness, preparation and development of teachers serving English-language-learners, and the estimation of population parameters, or educational statistics. References are listed at the completion of each chapter with appendices A: the infrastructure for research, B: Federal and state interviews, C: Funded research activities, and D: Committee sources, all located at the end of the book.
pix Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: The Guilford Press.

With the goal of creating eagerness for future word development, this book provides insight to the importance of vocabulary development throughout various literacy stages. Ranging from early grades to high school, this book supplies teaching strategies based on information regarding students’ language comprehension and production. The authors guide teachers through the selection of words to teach, student-friendly introductions and explanations of new vocabulary, as well as suggestions for meaningful learning strategies that can be used in the classroom. Appendices A and B detail specific children’s books that may be used to enhance specific vocabulary words, language focus, word histories, and multiple-meaning words. A complete list of references can be found at the closing of the text.

pix Blachowicz, C., & Ogle, D. (2001). Reading comprehension: Strategies for independent learners. New York: The Guilford Press.

Geared towards K-9 teachers, this book provides practical, research-based guidelines for reading comprehension instruction. The authors identify effective comprehension strategies and include case studies of diverse students. Concrete approaches are provided as a means to help students engage in fiction and nonfiction texts, develop vocabulary, build test-taking skills, and become motivated readers. The text includes sample activities, worksheets, and assessment tools.
pix Brozo, W., & Simpson, M. (2003). Readers, teachers, learners: Expanding literacy across the content areas. Upper Saddle River, NJ: Pearson Education.

The authors base their strategies upon their belief that students should be guided to read critically so that they learn to view critically. This book provides actual teaching scenarios including examples from the content areas: Math, Science, Art, Music, and Kinesiology. The chapters outline strategies involving vocabulary knowledge development, study strategies, content knowledge expansion through computer technology, reflection topics for teachers, and characteristics of an effective content literacy professional. Each chapter includes a marginal gloss, an interactive anticipation guides, a companion website, and a list of references.
pix Burns, M.S, Griffin, P., & Snow, C. (1999). Starting out right: A guide to promoting children's reading success. Washington, DC: National Academy Press.

This book examines three methods on how early readers achieve skilled reading: identifying printed words, fluency, and reading with meaning. The book strives to build a preschool language and literacy foundation by developing oral language skills, including phonological awareness, reading motivation, print awareness, and letter knowledge. Also included are 55 activities to do with children and lists of 100 recommended children’s books. Teachers will benefit from this book in helping youngsters build word recognition and avoiding comprehension problems. An accessible text, this book is readily applicable to classroom instruction.
pix Johnston, F.R., Invernizzi, M., & Juel, C. (1998). Book Buddies: Guidelines for volunteer tutors of emergent and early readers. New York: The Guilford Press.

Book Buddies is a large-scale one-on-one tutoring program in Charlottesville, VA that provides intervention for students at risk for reading failure. This book details guidelines for setting up a successful tutorial program for emergent and early readers and presents a field-tested lesson format for individualized instruction in reading, writing, and phonics. Appendices feature reproducible assessment and lesson planning forms, alphabet cards and charts, recommendations and sources for children's books and other materials, and a helpful glossary.
pix Morris, D. (1999). The Howard Street tutoring manual: Teaching at-risk readers in the primary grades. New York: The Guilford Press.

Darrel Morris closely develops three cases of readers and tutoring recommendations for each specific type of reader. This manual provides detailed guidelines for conducting assessments, developing lesson plans, and implementing effective teaching strategies for three stages of early literacy over the course of an entire year. Morris provides a complete list of references and appendices regarding specific vowel patterns and a proposed sequence for vowel pattern sorts.
pix Neuman, Susan, & Dickinson, D. (2002). Handbook of Early Literacy Research. New York: The Guilford Press.

This collection of essays by top researchers explores how to provide all children with strong literacy foundation in their first six years of life. Much of the book focuses on challenges for students in linguistic and ethnic minority groups, as well as children living in poverty. The authors aim to develop coordinated services between schools, families, and social services as a means to help students who struggle the most. The book's content includes early literacy development, home and community influences, schooling influences, special intervention efforts, and instructional materials and classroom practices.
pix Osborn, J., & Lehr, F. (1998) Literacy for all: Issues in teaching and learning. New York: The Guilford Press.

This book is a compilation of authors expressing their ideas and beliefs regarding prime controversial questions evident in the field of education. Issues such as phonics/whole language instruction, importance of reading comprehension instruction, necessity of assessment, diversity within the classroom, and effective methods of teacher preparation are all addressed by leading professionals and scholars. Specific cases of literacy development and theory are provided followed by a complete list of references at the end of each chapter.
pix Pressley, Michael. (2002). Reading instruction that works: The case for balanced teaching (2nd ed.). New York: The Guilford Press.

This book examines the role of balanced literacy in elementary classrooms, with a focus on whole language and skills instruction. Written by noted literacy researcher Michael Pressley, the book aims to instruct a broad audience about research evidence pertaining to beginning reading. Pressley makes the case for a balanced perspective of reading instruction, rather than stressing either whole-language or skills-based approaches. However, readers need not have a research background to approach this accessible text. Word recognition, comprehension instruction, and the effects of motivation are among the topics discussed.
pix Snow, C., Burns, M.S., & Griffin, P. (1998) Preventing reading difficulties in young children. Washington, DC: National Academy Press.

A research-oriented text, this book explores the social, historical, cultural, and biological factors of reading difficulties. Guidelines are provided to identify at-risk children, and effective instruction is outlined. The text examines how to foster literacy development from birth through the primary grades. The focus of the report is prevention: trying to provide optimal literacy conditions to stimulate excellent instruction and growth.


Go back up to the top of the page
Close this window