Synopsis
This readable volume offers a balanced, up-to-date, and authoritative treatment of major topics of current significance to literacy educators, from foundational topics such as phonological awareness and phonics, through the specifics of teaching diverse and special needs learners, to the challenges of an educational atmosphere ruled by high-stakes testing. The thirty articles gathered here were culled from eighteen different journal and book sources. They address both theoretical and practical issues in an accessible way that gets readers genuinely informed and engaged in conversation about significant topics in contemporary literacy education.
About the Authors
Zhihui Fang (Ph.D., Purdue University) is Professor of Language and Literacy Education in the School of Teaching and Learning at the University of Florida, where he also coordinates the Reading Education program. He specializes in content area reading and writing, language development, and teacher education. His recent research focuses on the role of language in construing disciplinary knowledge and in shaping students literacy development. He is particularly interested in exploring the use of evidence-based language and literacy practices to support science teaching and learning. Zhihui has authored over 70 publications that include books, book chapters, and journal articles. His Reading in Secondary Content Areas: A Language-Based Pedagogy (University of Michigan Press, 2008), co-authored with Mary Schleppegrell, describes a new approach to teaching reading in the subjects of science, mathematics, social studies, and language arts. He can be contacted at zfang@coe.ufl.edu.
Zhihui Fang (Ph.D., Purdue University) is Professor of Language and Literacy Education in the School of Teaching and Learning at the University of Florida, where he also coordinates the Reading Education program. He specializes in content area reading and writing, language development, and teacher education. His recent research focuses on the role of language in construing disciplinary knowledge and in shaping students literacy development. He is particularly interested in exploring the use of evidence-based language and literacy practices to support science teaching and learning. Zhihui has authored over 70 publications that include books, book chapters, and journal articles. His Reading in Secondary Content Areas: A Language-Based Pedagogy (University of Michigan Press, 2008), co-authored with Mary Schleppegrell, describes a new approach to teaching reading in the subjects of science, mathematics, social studies, and language arts. He can be contacted at zfang@coe.ufl.edu.
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