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Brookes Publishing
Fundamentals of Literacy & Instruction Assessment 6-12 / Edition 1

Fundamentals of Literacy & Instruction Assessment 6-12 / Edition 1

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Prepare future educators to strengthen the literacy skills of students in Grades 6–12 with this introductory reading textbook, based on the latest research, the Common Core State Standards, and recommended instructional practices. The perfect first text on adolescent literacy, this expertly organized volume covers all the fundamentals of how reading and writing skills develop in older students and how to teach literacy within key academic content areas: language arts, math, science, and history. More than 20 of today's top authorities give educators the solid, practical background knowledge they'll need for the rest of their careers, as they shape the next generation of confident readers and writers.

  • teach the fundamental components of literacy, with special emphasis on fluency, vocabulary, and comprehension
  • address the Common Core State Standards
  • prepare students for college and career by teaching literacy in content areas
  • differentiate instruction for struggling students and English language learners
  • implement the highly effective RTI model and other multi-tiered systems of support
  • apply evidence-based instructional strategies in the classroom
  • use current legislation to inform classroom instruction

STUDENT-FRIENDLY FEATURES: Practical sample lesson plans for use in tutoring and student teaching, classroom examples illustrating recommended practices, helpful chapter objectives and summaries, in-class exercises and homework assignments, an appendix of formative assessment strategies.

Product Details

ISBN-13: 9781598573596
Publisher: Brookes Publishing
Publication date: 10/01/2014
Edition description: New Edition
Pages: 320
Product dimensions: 11.00(w) x 8.70(h) x 0.90(d)
Age Range: 11 - 17 Years

About the Author

Martha Hougen, Ph.D. is the principal investigator of the College and Career Readiness Initiative: English/Language Arts Faculty Collaborative. Hougen’s recent work focuses on improving preservice teacher education by providing university teacher educators with ongoing professional development and collaborative opportunities. She has worked with struggling readers as a general and special education teacher and administrator and as a university faculty member. She consults with state departments, universities, and school districts across the country on teacher education, reading, and special education.

Leslie C. Novosel, Ph.D., is an assistant professor in the College of Education, University of Hawai'i at Mānoa; she received her doctorate from the University of Kansas. Dr. Novosel is a former special educator and reading teacher for incarcerated youth with disabilities. Dr. Novosel is driven to improve the literacy and life outcomes of vulnerable adolescents who are at risk of school failure. She credits the editor of this book, Dr. Martha Hougen, for her guidance and inspiration.

Susan M. Smartt, Ph.D., is Senior Research Associate, National Comprehensive Center for Teacher Quality, Vanderbilt University. She also teaches reading courses and provides consulting and professional development services to states and local school districts.

Timothy Shanahan, Ph.D., is Distinguished Professor of Urban Education at the University of Illinois at Chicago where he is Director of the UIC Center for Literacy. Previously, he was Director of Reading for the Chicago Public Schools, serving 437,000 children. His research focuses on the relationship of reading and writing, school improvement, the assessment of reading ability, and family literacy. He has published more than 200 research, articles, chapters, and books on literacy.

Jan Hasbrouck, Ph.D., is a researcher, author, and trainer working with schools in the United States and internationally. She worked as a reading specialist and coach for 15 years and later became a professor. Dr. Hasbrouck is the author and coauthor of several books and reading programs, and her research in reading fluency, academic assessment and interventions, and coaching has been widely published. She continues to collaborate with researchers on projects related to assessment and intervention.

Susan M. Ebbers, M.S.,taught middle and elementary grades for 15 years before moving into administration, curriculum writing, and research. Her doctoral studies focused on vocabulary development, morphological awareness, and the development of literacy. Her curricular materials are published by Voyager Sopris Learning. Her children’s literature is published by Rowe Publishing.

Stephen Ciullo, Ph.D., . Dr. Ciullo is an associate professor of special education at Texas State University. He earned his doctorate from the University of Texas at Austin. His research focuses on improving writing and reading outcomes for students with learning disabilities. Dr. Ciullo also conducts research to support the content-area literacy instruction of educators who teach students with learning disabilities. He was previously a special education teacher in New York.

Dr. Reutebuch holds a doctorate in special education with experience directing large-scale intervention, evaluation, and, professional development projects. She has served as a classroom teacher and reading coach before transitioning into higher education. Her areas of research include reading difficulty/disability in children and youth, including those targeting English learners and individuals with autism.

Joan Sedita, M.Ed., is Founding Partner of Keys to Literacy (, which specializes in professional development for adolescent literacy. She worked at the Landmark School for students with learning disabilities from 1975 to 1998. She was the lead trainer in Massachusetts for Reading First and a national LETRS trainer and author. At Keys to Literacy, she develops professional development programs that focus on content literacy instruction, as well as literacy planning models for Grades K–12.Ms. Sedita received her bachelor of arts degree from Boston College and her master of education degree in reading from Harvard University.

Jennifer B. Wick Schnakenberg, Ph.D., is the principal investigator for the Texas Literacy Initiative at the Vaughn Gross Center for Reading and Language Arts and the project director for Preventing School Dropout with Secondary Students: The Implementation of an Individualized Reading Intervention and Dropout Prevention Intervention at the Meadows Center for Preventing Educational Risk at The University of Texas at Austin. Her research interests include teacher effectiveness, the impacts of professional development on teacher learning and student achievement, interventions for students with reading difficulties at all ages, and how leadership influences school culture and climate.

Cynthia Shanahan is Professor Emerita in the Department of Curriculum and Instruction at the University of Illinois-Chicago. She is also a principal investigator for Project READI and Institute of Education Sciences-funded reading comprehension grant. The focus of her research is on disciplinary literacy.

Leslie S. Rush, M.Ed., Ph.D., is Associate Dean for Undergraduate Programs in the College of Education at the University of Wyoming. An experienced English teacher and English teacher educator, Dr. Rush is the co-editor of English Education, the journal of the Conference on English Education. Her research interests include disciplinary literacy, literacy coaching, and adolescent literacy.

Abby Reisman, PhD., is an assistant professor at the University of Pennsylvania who focuses on historical thinking and adolescent literacy. Her most recent inquiries center on teacher preparation around high-leverage practices, such as text-based discussion, and the design and interpretation of Common Core aligned history assessments. With Brad Fogo, she developed the Reading Like a Historian curriculum (, a document-based curriculum that engages students in historical inquiry. She works with districts across the country on helping teachers implement the Reading Like a Historian approach.

Brad Fogo, Ph.D., is Director of Digital Curriculum for the Stanford History Education Group. He also works as a clinical research associate for history education at the Center to Support Excellence in Teaching. A public school history teacher for 9 years, he holds a Ph.D. in curriculum and teacher education from Stanford University.

Dolores Perin, Ph.D., is Professor of Psychology and Education in the Department of Health and Behavior Studies at Teachers College, Columbia University. She directs the Reading Specialist master program, which prepares students for state certification as teachers of literacy. Her research interests include the education of struggling readers and writers through the lifespan. Dr. Perin received a Ph.D. in psychology from the University of Sussex in the United Kingdom and is a licensed psychologist with practical experience with individuals who have reading and writing difficulties.

Neva Cramer, Ph.D., specializes in learning and teaching through the arts. With a background in the performing arts and education, Dr. Cramer has combined her interests and studies to promote literacy and learning through the arts at state, national, and international conferences and through her research and publications. She was recently awarded the Elmore Whitehearst Award for Creative Teaching at Schreiner University, where she is an assistant professor and the director of education.

Desirée Pallais, M.A., is an independent consultant serving the needs of educators who work with bilingual and English language learners. Ms. Pallais formerly worked at the Meadows Center for Preventing Educational Risk and provided online supports for teachers. In her native Nicaragua, she founded and directed an innovative school; taught college; and supported national initiatives in curriculum, training, and evaluation. Currently, she assists reading reform efforts in Latin America.

Pamela Bell, Ph.D., has over 40 years of experience in special education and in national, state, and regional school improvement initiatives. Dr. Bell directs the Response to Intervention Institute at the Meadows Center for Preventing Educational Risk at The University of Texas at Austin. She is interested in preventing learning difficulties through effective response to intervention implementation and in improving educational outcomes for youth in foster care.

Hannah R. Gerber, Ph.D., is an assistant professor in the Department of Language, Literacy, and Special Populations at Sam Houston State University. Her scholarship focuses on the ecologies and pedagogies afforded through video-gaming practices among adolescents. She is the author of forthcoming books Game Night at the Library (Gerber & Abrams, VOYA Press) and Qualitative Methods for Researching Online Learning (Gerber, Abrams, Curwood, & Magnifico, Sage) and the edited volume Building Literate Connections Through Video Games and Virtual Environments: Practical Ideas and Connections (Gerber & Abrams, Sense Publishers). She is the founding co-editor of the Sense book series Gaming Ecologies and Pedagogies.

Jane M. Hunt, Ed.D., is a clinical assistant professor in the Teaching, Learning and Leading with Schools and Communities Teacher Preparation Program at Loyola University, Chicago. She has over 30 years of experience in education, including teaching in elementary and middle school classrooms, serving as a reading specialist and consultant, and working with teacher candidates and school partners as a university professor. Dr. Hunt's research and teaching focuses on preparing literacy teachers to enter the field with the knowledge, skills, and commitment required to be able to meet the needs of all learners, primarily those in at-risk populations.

Read an Excerpt

Table of Contents

About the Reproducible Material
About the Editor
About the Contributors
ForewordCarol Jago

I Introduction to Literacy Assessment and Instruction, Grades 6–12
  1. Teaching Literacy and Content
    Martha C. Hougen
  2. Social and Emotional Consequences of Reading Disability
    Leslie Novosel
  3. Features of Effective Instruction
    Jennifer B. Wick Schnakenberg and Martha C. Hougen
  4. Academic Vocabulary Development: Meaningful, Memorable, and Morphological
    Susan Ebbers and Martha C. Hougen
  5. Fluency Development for the Older Student
    Jan Hasbrouck and Martha C. Hougen
  6. "Now It Makes Sense!": Best Practices for Reading Comprehension
    Stephen Ciullo and Colleen Reutebuch
  7. Learning to Write and Writing to Learn
    Joan Sedita
  8. Understanding the New Demands for Text Complexity in American Secondary Schools
    Elfrieda H. Hiebert
II Disciplinary Literacy
  1. The What and Why of Disciplinary Literacy
    Cynthia Shanahan and Timothy Shanahan
  2. Disciplinary Literacy in English/Language Arts Classes
    Leslie S. Rush
  3. Teaching Disciplinary Literacy in History Classes
    Abby Reisman and Bradley Fogo
  4. Teaching Students to Read and Write in Science
    Dolores Perin
  5. Reading and Writing as a Mathematician
    Brian R. Bryant and Diane Pedrotty Bryant
  6. Literacy in the Arts
    Neva Cramer
III Timely Topics
  1. Teaching Adolescent English Language Learners
    Desiree Pallais
  2. Response to Intervention and Multi-tiered Systems for Support in Secondary Schools
    Pamela Bel
  3. Microblogging: An Example of Using Technology to Increase Engagement and Achievement
    Hannah R. Gerber
  4. Current Laws, Policies, and Initiatives
    Martha C. Hougen, Susan Smartt, and Jane Hunt
  5. Ten Tips for Becoming an Effective Teacher
    Martha C. Hougen
Appendix A Formative Assessment Strategies
Appendix B Helpful Web Sites
Appendix C Sample Lesson Plans and Instructional Tools
Appendix D Glossary

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