• Summary
  • Contents
  • Subject index

Fills a niche for content teachers who teach reading strategies, particularly in light of the standards movement.”

— Christene Alfonsi, Teacher, Fairfield High School, OH

From a fairly concise book, teachers get an important overview about a ‘system’ approach to literacy. All teachers get specific tools and strategies and some very useful information that could change their paradigm along the way.”

— Allyson Burnett, Instructional Interventionist, Alief Hastings High School, Houston, TX

Put a strong literacy system in place to improve student achievement!

In contrast to the primary grades when children are learning to read, students in grades 4 through 12 are expected to learn content as they read, yet they may still struggle with reading basics. Improving Reading, Writing, and Content Learning for Students in Grades 4–12 provides a realistic and systematic process for improving reading and writing while enhancing content knowledge and skills.

Based on proven evidence in multiple schools over a 10-year period, this excellent new resource presents specific strategies and successful examples that educators can immediately implement to improve day-to-day classroom success, while also boosting the success rate on standardized assessments. Aligned with the National Reading Panel Report, this book helps teachers focus on:

Creating a classroom community that is academically and psychologically safe for learning; Responding to non-negotiable expectations of daily practice; Building vocabulary, reading comprehension, and higher-order and critical thinking skills; Developing fluency in reading; Engaging families and the community

Teachers can create the best environment and instructional experience for all students to maximize literacy learning and standards-based achievement. This outstanding book will be a source of reflection for continuous improvement!

Reading Components in Grades 4–12
Reading components in grades 4–12

Creating a community of learners and using the nonnegotiables of daily practice will assist the teacher in developing a classroom poised for improving reading, writing, and content learning regardless of grade or content area responsibility. Implementation of the nonnegotiable expectations includes infusion of the five essential components of effective reading instruction identified by the National Reading Panel Report (NICHD, 2000). In this chapter, they will be introduced, particularly as they relate to students in Grades 4–12. These five components of effective reading instruction are (1) phonemic awareness, (2) phonics, (3) vocabulary, (4) fluency, and (5) comprehension. In this chapter, the main focus is on phonemic awareness and phonics. Vocabulary, fluency, and comprehension are discussed in more depth in Chapters 35.

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