Strengthen student literacy achievement in middle and high schools! In response to the No Child Left Behind Act (NCLB), raising literacy levels in secondary schools has taken on a new urgency. Recognized literacy author, Elaine K. McEwan, focuses her revised second edition on enhancing the "five big ideas" for raising reading achievement with seven cognitive strategies of highly effective readers and more than twenty research-based "teaching for learning" tips to infuse into daily content instruction. Featuring reflection and discussion questions for reinforcement, this indispensable guide demonstrates how to improve students′ literacy with these five teacher-friendly strategies: Focus on changing what you can change Teach the students who can′t read how to read Teach every student how to read to learn Motivate all students to read more, to read increasingly more challenging books, and to be accountable for what they read Create a reading culture in your school With new programs designed for adolescent learners, this update provides suggestions and developmental tools to effectively strengthen reading curriculum and instruction. Reading specialists, special education teachers, literacy coaches, intervention specialists, and central office administrators can also use this essential tool for evaluating middle and high school reading programs and formulating school and district improvement goals.

Raising Reading Achievement in Middle and High Schools is a practical, quick-read resource to help school principals acquire the tools they need to lead their schools to reading excellence. Readers will find out how students in the United States are currently achieving, discover how students learn to read, consider the importance of reading to learn, and will find out how to motivate students to read with more engagement and effectiveness. Some special features of the book: · Five Simple-to-Follow Strategies for Raising Reading Achievement · Graphic Organizers to Help the Reader Understand the Critical Attributes of Raising Reading Achievement · A Glossary of Reading Jargon: How to Figure Out What the Experts are Talking About · Goals-at-a-Glance for every Chapter to Keep the Reader Focused on the "Big Ideas" in Raising Reading Achievement · A Review of Exemplary Reading Programs Currently Being Used by Middle and High Schools Around the Country

This second edition enhances the "five big ideas" for raising reading achievement with seven cognitive strategies and more than twenty "teaching for learning" tips for daily instruction.

The redoubtable Grandma--this book is a sequel to Grandma Drove the Snowplow--is at it again. After all her hard work collecting the towns garbage and plowing the roads, Grandma deserves a day off--and what better day than Labor Day. All she has to do is sit back and enjoy a nice boat ride with her littlest grandson Billy while her sons catch the lobsters for the town Lobster Bake. But what happens when the waves get choppy, the fog rolls in, and all the boats are in difficulty? Can Grandma take the helm and get the lobsters back to shore in time? More great fun as our intrepid heroine is again placed at the center of small town life and in the middle of a local celebration.

Basic reading proficiency is key to success in all content areas, but attending to students’ literacy development remains a challenge for many teachers, especially after the primary grades. Knowledge to Support the Teaching of Reading presents recommendations for the essential knowledge about the development, acquisition, and teaching of language and literacy skills that teachers need to master and use. This important book is one result of an initiative of the National Academy of Education's Committee on Teacher Education, whose members have been charged with the task of creating a core knowledge base for teacher education.

Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.

Describes factors that cause some students to have low reading achievement & others to have high reading achievement, and discusses what educators can do to increase reading achievement. For reading researchers & grad students in reading research.