Even with effective early interventions, many students continue to need expert and intensive reading instruction well beyond the primary years. Despite the increased attention to and gains in improvement for these struggling readers in recent years, many continue to perform at the lowest levels of achievement.
With contributions from educators you know and trust, this comprehensive resource highlights the latest work that holds the greatest promise for continuing the upward trend in literacy achievement of students who struggle in grades 3 and beyond. To help you understand why readers struggle and how to help them succeed, chapters offer the latest research and classroom-tested instructional strategies. The strategies address a range of grade levels, ability levels, and classroom contexts. The many vignettes and classroom examples provide a real-life context for all the strategies discussed.
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Jeanne R. Paratore, EdD, is Associate Professor of Education at Boston University, where she teaches courses in literacy, language, and cultural studies. From 1989 to 1997 she was an integral member of the Boston University/Chelsea, Massachusetts, Public School Partnership, a comprehensive urban school reform effort, in which she focused her efforts on improving classroom literacy instruction and building strong home-school partnerships. She was a core advisor to Teaching Reading, K-2, A Video Library of Effective Classroom Practices, a project funded by the Annenberg Foundation and produced by WGBH television. At present, Dr. Paratore works with school-based literacy leaders in Lowell, Massachusetts, to support effective instruction in classrooms throughout the city. She has written articles and book chapters about family literacy, classroom grouping practices, and classroom assessment.
Rachel McCormack, EdD, is an Associate Professor of Literacy Education at Roger Williams University in Bristol, Rhode Island. Her research interests include effective strategies for teaching comprehension using flexible grouping. Recent investigations have focused on finding ways to prepare preservice teachers to teach in diverse urban settings. A frequent presenter at national conferences, Rachel has coauthored and coedited several publications with Jeanne Paratore.