This study investigated Reading Recovery teacher understandings about language and early literacy acquisition by applying a constructivist grounded theory design. Participants were Reading Recovery teachers working across three varied districts in Massachusetts (N=33). The purpose of the study was to engage Reading Recovery teachers in surveys,…

This article describes a year-long reading intervention with a first-grade English-learner who began the year as a non-reader. Systematic instruction from a literacy specialist and her classroom teacher included familiar re-reading, word study, and teacher-guided reading with carefully matched texts, within the context of English language and…

While there has been growing interest in the last few years to address the literacy needs of adolescents, this interest comes when alarming numbers of students are challenged by academic literacy demands in high school. Many students entering high school without passing state assessment examinations are required to take developmental reading…

Bringing together leading experts, this book presents the principles of effective literacy leadership and describes proven methods for improving instruction, assessment, and schoolwide professional development. The book shows how all school staff--including reading specialists and coaches, administrators, teachers, and special educators--can play…