The result of a 2-year research study funded under the National English Literacy Demonstration Program for Adults of Limited English Proficiency, this handbook on adult English-as-a-Second-Language (ESL) literacy education represents a synthesis of ideas derived from various sources. It is meant as a resource for teachers who have some experience in teaching but are new to ESL literacy. It contains the following nine chapters: (1) "Adult ESL Literacy: State of the Art," which discusses some of the special features of adult ESL literacy; (2) "Approaches and Materials," which maintains that meaning-based approaches show the greatest promise in helping adults develop full literacy; (3) "Teaching Adult ESL Literacy in the Multilevel Classroom," which shows that group work is the most effective strategy for dealing with multilevel classrooms; (4) "Using Computer and Video Technology in Adult ESL Literacy," which discusses the pros and cons of using technology in ESL literacy teaching; (5) "Native Language Literacy," which demonstrates that using the native language of the learners is a viable approach to introducing literacy to adults who are not literate in their first language; (6) "Learner Assessment," which shows that program-based assessments are superior to standardized tests; (7) "Curriculum," which demonstrates that curriculum decisions are value decisions that mirror a program's philosophy; (8) "Staff Development and Program Issues," which holds that effective staff development should focus on the social context, adult learning, second language acquisition, literacy development, and effective teaching processes; and (9) "Curriculum Modules," which presents 10 teaching units that demonstrate meaning-based teaching. (LB) (Adjunct ERIC Clearinghouse on Literacy Education)

Hundreds of thousands of teachers have used this highly practical guide to help K–12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. The authors are trusted experts who draw on extensive experience in diverse classrooms and schools. Sample lessons and vignettes, children's literature suggestions, "Your Turn" learning activities, and a Study Guide for teachers enhance the book's utility as a classroom resource, professional development tool, or course text. The Study Guide can also be downloaded and printed for ease of use (www.guilford.com/beck-studyguide). New to This Edition *Reflects over a decade of advances in research-based vocabulary instruction. *Chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners, including coverage of response to intervention (RTI). *Expanded discussions of content-area vocabulary and multiple-meaning words. *Many additional examples showing what robust instruction looks like in action. *Appendix with a useful menu of instructional activities. See also the authors' Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples, which includes specific instructional sequences for different grade ranges, as well as Making Sense of Phonics, Second Edition: The Hows and Whys, by Isabel L. Beck and Mark E. Beck, an invaluable resource for K–3.

Why is it that more people can’t read and write? Why are there still so many vastly different methods of teaching literacy? Why do people still argue about it? Reading for Life examines these three questions, addressing the less evidence supported ideas about teaching reading and writing which are still alive and well in schools all over the world. This accessible guide bridges the gap between research and practice, translating academic findings into practical suggestions and ready-to-use techniques. Written in an approachable style and with informative graphics, vignettes and interviews woven throughout, this book covers: the components of literacy, including phonics, vocabulary and fluency the history of approaches to literacy teaching and an overview of the key figures government-level inquiries into the provision of reading and writing teaching the mindset which leads to acceptance of poor practice the essential components of an effective literacy program with practical advice on selecting resources to get the job done well Reading for Life helps educational practitioners make informed decisions about which teaching methods to reject and select, and empowers parents to ask the right questions of professionals and policy makers. This book is a timely exploration of poor teaching methods and is an innovative, fresh assessment of how high quality literacy teaching can be provided for all.

True family literacy is not just a matter of establishing parent-child book nights and encouraging parents to read aloud to their children. Effective family literacy programs recognize and validate the important ways teachers, families, and community members learn from one another. Family literacy also relies on bringing students' home literacy routines into the classroom then back home again. This important book sheds light on family literacy practices that consider-and celebrate-students' complex and diverse home lives. Cultural considerations are key, and several chapters deal with the need to recognize, respect, and capitalize on home contexts for literacy in order to engage students, families, and communities. In these pages you will Read about successful family literacy programs Gain ideas for incorporating home culture and literacy practices into school settings to better engage students Learn how to effectively communicate literacy practices and goals to parents This volume differs from other books on family literacy in that the contributors themselves reflect the demographic diversity in today's schools. So in addition to presenting their research and classroom experiences, they give rich, personal accounts of their own interactions with students, teachers, and families. And they raise questions about power and access, calling for true learning partnerships. Book jacket.

A recent survey of 200 teachers asking the question ‘spelling is...?’ resulted in the following adjectives: ‘difficult’, ‘complex’, ‘confusing’, ‘random’, ‘confounding’. Spelling for Life offers lucid, accessible tools which help to reveal that, when explicitly and systematically taught, spelling is scientific, law-abiding and even elegant. It explains that spelling is the manipulation of symbols according to agreed-upon patterns that produce predictable results. Spelling errors also fall into sets of predictable patterns. Success in spelling is not a product of intelligence. Many people struggle to spell due to coping strategies developed in place of explicit instruction. What gives spelling its ‘complex’ veneer is the fact that different ways of thinking are required at different levels from word to word. Some words can be spelt as they sound, others have to be visually memorised and some rely on knowledge of core rules about word-structure. A lot of words require more than one strand of knowledge. This book makes clear which strand needs to be applied in different situations. Often pupils who can read and express themselves competently nevertheless find spelling difficult. False assumptions about spelling, such as believing the English language is complex and/or irregular, damage confidence and lead to reluctance to even attempt to spell correctly. Spelling For Life enables teachers and pupils to: learn what the common spelling coping strategies are gain insights into undoing poor spelling habits work together to notice patterns not only in regular spelling, but also in words which on the surface seem to break the spelling rules practise successful spelling strategies, progressing from simple to complex words rapidly and with confidence. Using a synthesis of theory, research and teaching experience, the fascinating nature of English spelling is systematically teased out. The examples and exercises offer an encouraging, accessible way to implement the programme of study and strive to reveal the beauty of spelling. Aided by example lessons, progressive assessments, unique tools and extensive practice lists, this highly acclaimed overview of spelling succeeds in developing critical thinking and confidence when reading and spelling. It can be used in conjunction with any established phonics programme.

Place-based education is on the rise. Tired of “teaching to the test,” educators are looking for authentic ways to connect their curriculum to real life. The place-based approach brings students into their communities to learn necessary content and skills by working to meet the needs of local agencies and organizations. Students are more engaged because they know they are doing real work, teachers are reinvigorated by creating exciting learning opportunities, and the school takes on a more active role in the community. At the heart of this process is the place itself: the land, the history, and the culture. Bringing School to Life: Place-Based Education across the Curriculum by Sarah Anderson offers insights into how to build a program across the K-8 grades. Anderson addresses key elements such as mapping, local history, citizen science, integrated curricula, and more. Additionally, Anderson suggests strategies for building community partnerships and implementation for primary grades. This book goes beyond theory to give concrete examples and advice in how to make place-based education a real educational option in any school.

This volume brings together studies, research syntheses, and critical commentaries that examine play-literacy relationships from cognitive, ecological, and cultural perspectives. The cognitive view focuses on mental processes that appear to link play and literacy activities; the ecological stance examines opportunities to engage in literacy-related play in specific environments; and the social-cultural position stresses the interface between the literacy and play cultures of home, community, and the school. Examining play from these diverse perspectives provides a multidimensional view that deepens understanding and opens up new avenues for research and educational practice. Each set of chapters is followed by a critical review by a distinguished play scholar. These commentaries' focus is to hold research on play and literacy up to scrutiny in terms of scientific significance, methodology, and utility for practice. A Foreword by Margaret Meek situates these studies in the context of current trends in literacy learning and instruction. Earlier studies on the role of play in early literacy acquisition provided considerable information about the types of reading and writing activities that children engage in during play and how this literacy play is affected by variables such as props, peers, and adults. However, they did not deal extensively, as this book does, with the functional significance of play in the literacy development of individual children. This volume pushes the study of play and literacy into new areas. It is indispensable reading for researchers and graduate students in the fields of early childhood education and early literacy development.