Purpose This prologue reiterates the case for the narrow view of reading as a solution to the
persistently high levels of reading failure that occurs in our schools and provides a brief …

The popular mantra “Every teacher is a teacher of reading” and several decades of
emphasis on content-area literacy have not resulted in major changes in reading and writing …

In the wake of tepid National Assessment of Educational Progress reading and writing
scores, the creation of College and Career Readiness Standards (National Governor's …

This research examines how engaging teachers in collaboratively constructing situated
assessments enhances teacher professional development, fosters meaningful shifts to …

There is a need to better understand the complex landscape of adolescent literacy
intervention as a shared responsibility across all educational stakeholders. To address this …

Struggling adolescent readers need interventions that provide them with opportunities to
read more and to read better. The authors examine two case studies of interventions at work …

The aims of this action research are:(a) to investigate the process of differentiation of
teaching and learning in mixed ability classes from the perspective of teachers', and (b) to …

This Element explores ways to promote critical literacy in teacher education. First, the
authors define critical literacy in the context of teacher education through established …

You wouldn't tell a heart surgeon to also do pediatrics—so why would we tell content area
educators they must “do” literacy? Math, history, English and science teachers are …

Going Beyond Testing to a L ifehe of Reading otivating children to read on their own has
been less of apriority than improving reading achievement in recent years, but many …