Despite efforts toward literacy reform, reading growth commonly flatlines in the secondary years. In Literacy Reframed, the authors offer a game-changing new way to think about--and teach--literacy at all levels. You will gain a dynamic path forward for creating classrooms that fully support students on their literacy journeys and prepare them to become not just literate, knowledgeable citizens but also lifelong lovers of reading.
Use this resource to implement a robust, research-affirmed alternative to classroom skill work:
- Gain a thoroughly researched background on the current issues and challenges in the world of literacy.
- Understand how phonics gives students a foundation in decoding words and the mechanics of reading to underpin a lifetime of literacy success.
- Grasp the necessity of immersing students in vocabulary words throughout their classroom experience.
- Discover how background knowledge is essential to reading comprehension and becoming literate.
- Consider the role of digital reading in a literacy-rich classroom.
Contents:
Acknowledgments
Table of Contents
About the Authors
Preface
Introduction
Chapter 1: The Sound of Literacy--Decoding and Phonics
Chapter 2: The Look of Literacy--Vocabulary
Chapter 3: The Knowingness of Literacy--Knowledge
Chapter 4: Digital Reading
Closing: Ready to Reframe Literacy?
References and Resources
Index
Robin J. Fogarty, PhD, has trained educators throughout the world in curriculum, instruction, and assessment strategies. She has taught at all levels, from kindergarten to college, served as an administrator, and consulted with state departments and ministries of education in the United States, Russia, Canada, Australia, New Zealand, Germany, Great Britain, Singapore, Korea, and the Netherlands.
Dr. Fogarty has written articles for Educational Leadership, Phi Delta Kappan, and the Journal of Staff Development. She is the author of Brain-Compatible Classrooms, Ten Things New Teachers Need to Succeed, and Literacy Matters. She is coauthor of How to Integrate the Curricula, The Adult Learner, A Look at Transfer, Close the Achievement Gap, Twelve Brain Principles That Make the Difference, Nine Best Practices That Make the Difference, and Informative Assessment. Her work also includes a leadership series called From Staff Room to Classroom.
Gene M. Kerns, EdD, is a third-generation educator with teaching experience from elementary through the university level and K-12 administrative experience. He currently serves as vice president and chief academic officer of Renaissance Learning. With nearly twenty years of experience of leading staff development and speaking at national and international conferences, Dr. Kerns has helped clients that include administrators' associations across the country, the Ministry of Education of Singapore, London's Westminster Education Forum, and the Global Education Technology Forum of China.
Dr. Kerns received his bachelor's degree and master's degree from Longwood University in Virginia, and also holds a doctorate of education from the University of Delaware with an emphasis in education leadership.
To learn more about Dr. Kerns's work, follow him on Twitter @genekerns.
Brian M. Pete comes from a family of educators--college professors, school superintendents, teachers, and teachers of teachers. He has a rich background in professional development and has worked with adult learners in districts and educational agencies throughout the United States, Europe, Asia, Australia, and New Zealand.
He has an eye for the "teachable moment" and the words to describe what he sees as skillful teaching. He delivers dynamic, humor-filled sessions that energize the audiences with engaging strategies that transfer into immediate and practical on-site applications.
Brian is coauthor of From Staff Room to Classroom, From Staff Room to Classroom II, Twelve Principles That Make the Difference, Nine Best Practices That Make the Difference, The Adult Learner, and A Look at Transfer.
