Teaching reading and writing : improving instruction and student achievement / by Brett Miller, Ph.D., Peggy McCardle, Ph.D., M.P.H., and Richard Long, Ed.D.

Format:

• Book

Author/Creator:

• Miller, Brett.

Contributor:

• McCardle, Peggy D.
• Long, Richard, 1953-

Language:

English

Subjects (All):

• Language arts.
• Reading.
• English language--Study and teaching.

Physical Description:

xix, 165 pages " : illustratins ; 25 cm

Place of Publication:

Baltimore, Maryland : Paul H. Brookes Publishing, 2013.

Summary:

What's the connection between reading and writing, and how should they be taught-both together and separately? Discover the answers in this cutting-edge research volume, ideal for use as a graduate-level text or a trusted professional reference. Featuring groundbreaking contributions from a who's who of top-level researchers, this important volume gives educators the foundational knowledge they'll need to plan and deliver high-quality, evidence-based reading and writing instruction aligned with Common Core State Standards. Discover the research on, Integrating reading and writing instruction, Aligning instruction with Common Core State Standards, Effectively translating the results of research studies into everyday practice, Incorporating literacy instruction into academic content areas, Developing a unified assessment model for literacy, Building students' critical thinking skills, Designing instruction and interventions for English language learners, Creating preservice and in-service programs that help teachers support the reading-writing connection, Using technology to teach-and strengthen-the reading-writing connection, Educators will fully explore the link between reading and writing, learn how they complement and enhance each other, and discover promising instructional approaches that can strengthen all students' literacy skills and reduce achievement gaps. Book jacket.

Contents:

• Introduction / Brett Miller, Peggy McCardle, and Richard Long
• The basis: how do we approach reading and writing today? separate or two sides of a coin?
• The reading side / Carol Connor, Sarah Ingebrand, and Jennifer Dombek
• The writing side / Lara-Jeane Costa, Unber Ahmad, Crystal Edwards, Sarah Vanselous, Donna Carlson Yerby, and Steve Hooper
• Integrating reading and writing instruction / Karen R. Harris and Steve Graham
• What is an evidence base, and when can it be implemented? / Peggy McCardle and Brett Miller
• Teacher education for the reading-writing connection / Devon Brenner
• The role of linguistic differences in reading and writing instruction / Julie A. Washington, Megan C. Brown, and Katherine T. Rhodes
• Learning to reason, read, and write analytically / Joanne Carlisle, Julie Dwyer, and Julie E. Learned
• Reading and writing in the service of developing rich disciplinary knowledge: prospects in the age of the common core state standards / P. David Pearson, Jacquelyn M. Urbani, Sara Ballute, and Timothy Lent
• Do no harm: applications and misapplications of research to practice / Dorothy S. Strickland
• Measurement: facilitating the goal of literacy / Joanna S. Gorin, Tenaha O'Reilly, John Sabatini, Yi Song, and Paul Deane
• The many possible roles for technology in the reading-writing connection / Kim Atwill and Jay Blanchard
• Why we should care about literacy models: models of reading and writing and How they can elucidate the connection between reading and writing / Yusra Ahmed, Young-Suk Kim, and Richard K. Wagner
• In SUmmary: what can we agree on? / Peggy McCardle, Richard Long, and Brett Miller.

Notes:

Includes bibliographical references and index.

Other Format:

Online version: Miller, Brett. Integrating reading and writing instruction in the classroom

ISBN:

• 9781598573640
• 1598573640
• 9781598574463
• 1598574469

OCLC:

855491739