Literacy Matters: Strategies Every Teacher Can Use


Robin Fogarty

  • Citations
  • Add to My List
  • Text Size

  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index
  • Copyright

    View Copyright Page


    I want to acknowledge three people who have had significant impact on my thinking about the meaning of reading and about “literacy matters” in general: Dr. Christine Rauscher, Dr. Nelda Hobbs and Cynthia Nesselroade. They helped me immensely with their fellowship as caring educators.

    I remember, as though it were yesterday, the question Dr. Rauscher asked me years ago in Palatine, Illinois, School District #15, where she serves as Assistant Superintendent for Curriculum and Instruction. She said, simply, “What is reading?” In the simplicity of this question lies its complexity. What is reading? My answer: Reading is a window to the world. Of course, there are lots of other more technical answers, but that's the answer that makes the act of reading so compelling and an urgent educational concern.

    When I lamented to my friend, Dr. Hobbs, that I couldn't find a citation for the SQ3R strategy, she casually said, “It's Robinson.” How did she know that off the top of her head? She knew that because she knows reading. After thirty plus years with the Chicago Public Schools, she knows this: If kids can't read, they can't do anything else. And she dedicates her work, in retirement, to helping teachers help kids to read.

    And finally, last, but not least, I want to thank Cynthia for her comradeship during my year of literacy coaching in her native state of West Virginia. Her expertise and our conversations served me well. I will be forever grateful.

    Thanks to these three educators for their knowledge, expertise, and uncommon commitment to “literacy matters.”

    RobinFogarty Chicago, IL

    Corwin Press gratefully acknowledges the contributions of the following individuals:

    • David B. Cohen, MA Ed., NBCT
    • English / Reading Teacher
    • Palo Alto High School
    • Palo Alto, CA
    • David Barringer
    • English Teacher/Forensics Coach
    • Oregon City High School
    • Oregon City, Oregon
    • Brigitte Ness
    • Literacy Coach
    • Bennett Elementary School
    • Bennett, Colorado
    • Gayla LeMay
    • 8th Grade Middle School Teacher
    • Radloff Middle School
    • Duluth, Georgia
    • Cristen L. Krugh
    • English Teacher
    • Edgewater High School
    • Orlando, Florida

    About the Author

    Robin Fogarty, PhD, is President of Robin Fogarty and Associates, Ltd., a Chicago-based, minority-owned educational publishing/consulting company. Her doctorate is in curriculum and human resource development from Loyola University of Chicago. A leading proponent of the thoughtful classroom, she has trained educators throughout the world in curriculum, instruction, and assessment strategies. She has taught at all levels, from kindergarten to college, served as an administrator, and consulted with state departments and ministries of education in the United States, Puerto Rico, Russia, Canada, Australia, New Zealand, Germany, Great Britain, Singapore, Korea, and the Netherlands. She has published articles in Educational Leadership, Phi Delta Kappan, and the Journal of Staff Development. She is the author of numerous publications, including Brain-Compatible Classrooms; Ten Things New Teachers Need; Literacy Matters; How to Integrate the Curricula; The Adult Learner; A Look at Transfer; Close the Achievement Gap; Twelve Brain Principles; Nine Best Practices; and most recently, with Brian Pete, From Staff Room to Classroom: Planning and Coaching Professional Learning.


    To the science teacher, the math teacher, the social studies teacher, the art, music, P.E., and special needs teacher.

    While not the reading teacher, Each is a teacher of literacy.

  • Bibliography

    Allington, R. (1983). The reading instruction provided readers of differing abilities. Elementary School Journal, 83, 548–559.
    Anderson, R., Hiebert, C., Scott, J. A., & Wilkinson, I. (1985). Becoming a nation of readers. Champaign: University of Illinois, Center for the Study of Reading.
    Armstrong, T. (2003). The multiple intelligences of reading and writing. Alexandria, VA: Association for Supervision and Curriculum Development.
    Ashton-Warner, S. (1972). Teacher. New York: Vinton.
    Berliner, D., & Casanova, U. (1993). Putting research to work. Arlington Heights, IL: SkyLight Training and Publishing.
    Bjorklund, B., Handler, N., Mitten, J., & Stockwell, G. (1998). Literature circles: A tool for developing students as critical readers, writers, and thinkers. Paper presented at the 47th annual conference of the Connecticut Reading Association, Waterbury, CT.
    Block, C., & Israel, S. (2005). Reading first and beyond. Thousand Oaks, CA: Corwin Press.
    Bloom, B. (1981). All our children learning: A primer for parents, teachers, and educators. New York: McGraw-Hill.
    Burns, B. (2006). How to teach balanced reading and writing (
    3rd ed.
    ). Thousand Oaks, CA: Corwin Press.
    Cawalti, G. (1995). Handbook of research on improving student achievement. Arlington, VA: Educational Research Service.
    Chall, J. (1983). Learning to read: The great debate. New York: McGraw-Hill.
    Coles, G. (2004). Danger in the classroom: ‘Brain glitch’ research and learning to read. Phi Delta Kappan, 85(5), 344–351.
    Cunningham, P. (n.d.). Practical phonics activities that build skills and teach strategies. Torrence, CA: Staff Development Resources.
    Cunningham, P., & Hall, D. (1994). Making words: Multi-level, hands-on developmentally appropriate spelling and phonics activities. Torrence, CA: Good Apple.
    Diamond, M., & Hopson, J. (1998). Magic trees of the mind: How to nurture your child's intelligence, creativity and healthy emotions from birth through adolescence. New York: Dutton.
    English, E. W. (1999). Gift of literacy for the multiple intelligences classroom. Thousand Oaks, CA: Corwin Press.
    Farr, R. (1999). Putting it together: Solving the reading assessment puzzle. In S. J.Barrentine (Ed.), Reading assessment: Principles and practices for elementary teachers (pp. 44–56). Newark, DE: International Reading Association.
    Feuerstein, R., Rand, Y., Hoffman, M. B., & Miller, R. (1980). Instrumental enrichment. Baltimore: University Park Press.
    Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive-development inquiry. American Psychologist, 34, 906–911.
    Fogarty, R. (1994). The mindful school: How to teach for metacognitive reflection. Arlington Heights, IL: IRI/SkyLight Training and Publishing.
    Fogarty, R. (2001a). Differentiated learning: Different strokes for different folks. Chicago, IL: Robin Fogarty & Associates.
    Fogarty, R. (2001b). Ten things new teachers need to succeed. Thousand Oaks, CA: Corwin Press.
    Fogarty, R. (2002). Brain-compatible classroom. Thousand Oaks, CA: Corwin Press.
    Fogarty, R., & Pete, B. (2005a). Close the achievement gap. Chicago, IL: Robin Fogarty & Associates.
    Fogarty, R., & Pete, B. (2005b). How to differentiate: Curriculum, instruction, and assessment. Chicago, IL: Robin Fogarty & Associates.
    Fox, M., & Horacek, J. (2001). Reading magic: Why reading aloud to our children will change their lives forever. Fort Washington, PA: Harvest Books.
    Fox, M., & Vivas, J. (1989). Wilfred Gordon McDonald Partridge. LaJolla, CA: Kane/Miller Book Publishers.
    Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
    Gregory, V. & Nikas, J. (2004). The learning communities guide to improving reading instruction. Thousand Oaks, CA: Corwin Press.
    Gutin, J. (1996). A brain that talks. Discover, 17(6), 83–90.
    Johnson, D., Johnson, R., Holubec, E. J., & Roy, P. (1984). Circles of learning: Cooperation in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
    Joyce, B. R. (1999a). Reading about reading. The Reading Teacher, 52(7), 662–671.
    Joyce, B. R. (1999b). The great literacy problem and success for all. Phi Delta Kappan, 81(2), 129–133.
    Joyce, B. R., & Wolf, J. (1996). Readersville: Building a culture of readers and writers. In B.Joyce & E.Calhoun (Eds.), Learning experiences in school renewal (pp. 95–96). Eugene, OR: ERIC Clearinghouse.
    Keene, E. O., & Zimmerman, S. (1997). Mosaic of thought: Teaching comprehension in a reader's workshop. Portsmouth, NH: Heinemann.
    Kesselman-Turkle, J., & Peterson, F. (1981). Test-taking strategies. Chicago: Contemporary Books.
    Marzano, R. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: Association for Supervision and Curriculum Development.
    Miller, L. L. (1980). Developing reading efficiency. Minneapolis, MN: Burgess Publishing Company.
    National Assessment of Educational Progress (NAEP). (1998). Long term trends in student reading performance. NAEP Facts, 3(1).
    Ogle, D. (1989). Implementing strategic teaching. Educational Leadership, 46(4), 47–48, 57–60.
    Palincsar, A. S., & Brown, A. L. (1985). Reciprocal teaching: Activities to promote reading with your mind. In T. L.Harris & E. J.Cogen (Eds.), Reading, thinking and concept development: Strategies for the classroom (pp. 147–158). New York: College Board.
    Palocco, P. (1998). Thank you, Mr. Falker. New York: Philomel Books.
    Pearson, P. D. (1986). Twenty years of research in comprehension. In T. E.Raphael (Ed.), The context of school-based literacy (pp. 43–62). New York: Random House.
    Pete, B., & Fogarty, R. (2003a). Nine best practices that make the difference. Chicago, IL: Robin Fogarty & Associates.
    Pete, B., & Fogarty, R. (2003b). Twelve brain principles that make the difference. Chicago, IL: Robin Fogarty & Associates.
    Robinson, F. P. (1970). Effective study. New York: Harper & Row.
    Rothstein, E., & Lauber, G. (2000). Writing as learning: A content-based approach (
    2nd ed.
    ). Thousand Oaks, CA: Corwin Press.
    Shanahan, T. (1998). Twelve studies that have influenced K-12 reading instruction. Illinois Reading Council Journal, 26(1), 50–58.
    Showers, B., Joyce, B., Scalon, M., & Schnaubelt, C. (1998). A second chance to learn to read. Educational Leadership, 55(6), 27–31.
    Silverstein, S. (1974). Where the sidewalk ends: Poems & drawings. New York: HarperCollins.
    Slavin, R. E. (1983). Cooperative learning. New York: Longman.
    Sollman, C., Emmons, B., & Paolini, J. (1994). Through the cracks. New York: Sterling.
    Sousa, D. (2004). How the brain learns to read. Thousands Oaks, CA: Corwin Press.
    Stahl, S. A. (1992). Saying the “p” word: Nine guidelines for exemplary phonics instruction. The Reading Teacher, 46(1), 38–44.
    Stanovich, K. E. (1986). Matthew effects in reading: Same consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360–406.
    Starrett, E. V. (2000). The mindful school: Teaching phonics for balanced reading. Arlington Heights, IL: SkyLight Training and Publishing.
    Stauffer, R. (1969). Teaching reading as a thinking process. New York: Harper and Row.
    Sylwester, R. (1995). A celebration of neurons: An educator's guide to the human brain. Alexandria, VA: Association for Supervision and Curriculum Development.
    Sylwester, R. (Ed.). (1999). Student brains, school issues: A collection of articles. Thousand Oaks, CA: Corwin Press.
    Technology counts ‘98: Putting school technology to the test [Special issue]. (1998, October 1). Education Week.
    Technology counts ‘99: Building the digital curriculum [Special issue]. (1999, September 23). Education Week.
    Tovani, C. (2000). I read it but I don't get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse Publishers.
    United States Department of Education. (1986). What works: Research about teaching and learning. Washington, DC: Author.
    Waxman, H. C., & Walberg, H. J. (Eds.). (1999). New directions for teaching practice and research. Berkeley, CA: McCutchan Publishing.
    Wayman, J. (1980). The Other Side of Reading. Carthage, IL: Good Apple Press.
    Wingert, P., & Kantrowitz, B. (1997, October 27). Why Andy couldn't read. Newsweek130, 57–60, 62–64.
    Wisconsin Department of Education. Strategic learning in the content areas. Madison, WI: Author.
    Wolfe, P., & Nevills, P. (2004). Building the reading brain, PreK-3. Thousand Oaks, CA: Corwin Press.

    Corwin Press

    The Corwin Press logo—a raven striding across an open book—represents the union of courage and learning. Corwin Press is committed to improving education for all learners by publishing books and other professional development resources for those serving the field of PreK–12 education. By providing practical, hands-on materials, Corwin Press continues to carry out the promise of its motto: “Helping Educators Do Their Work Better.”

    • Loading...
Back to Top

Copy and paste the following HTML into your website