Literacy Learning by Doing: A Tutorial Approach for Content Area Literacy Assessment and Instruction in the Elementary Grades

Literacy Learning by Doing: A Tutorial Approach for Content Area Literacy Assessment and Instruction in the Elementary Grades addresses the contemporary needs of literacy education, situating its instruction in a post-COVID educational landscape. The book focuses on navigating through challenges faced by educators and students alike, aiming to address declines in literacy and prepare instructors to foster the revival of students' pre-COVID literacy baselines. The material acknowledges the profound impact the pandemic had on learning and offers a progressive methodology to literacy instruction that merges traditional and new literacies.

The book features a unique and effective tutorial instruction model, which provides preservice teachers with the opportunity to learn while doing. It contains an overview, seven thematic chapters, and a conclusion, synthesizing theory and practice across various domains. Topics include understanding literacy development stages, differentiating assessment from evaluation, constructing lesson plans for the modern learner, utilizing formative assessment tools, learning 21st-century vocabulary techniques, building comprehension skills, and integrating content area writing with pedagogical strategies. Each chapter provides guidance on aligning lessons with standards and applying practical strategies via chapter guide questions, italicized key concepts, and post-reading activities.

Literacy Learning by Doing is an ideal resource for courses focused on elementary education, literacy development, and content area instruction.

Dierdre Glenn Paul is a professor of teaching and learning at the College for Education and Engaged Learning at Montclair State University. She holds an Ed.D. from Teachers College, Columbia University, an M.Ed. from Lehman College, CUNY, and a B.A. from the University of Alabama.