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The versatile and practical handbook to promote students' literacy and learning!

Scores of children across the country do not read with comprehension, and literacy has become a national priority. In Literacy Matters, internationally recognized author, educational coach, and consultant Robin Fogarty defines and reviews 15 practical literacy approaches that teachers can use across all content areas and grade levels to help students develop essential literacy skills. This user-friendly resource provides strategies for immediate implementation with an overview of the research and best practices associated with each strategy.

With an easy-to-use menu that enables teachers to select the specific strategies they want to use to boost content-area literacy and comprehension, this valuable guide explores proven instructional methods such as

Teaching metacognitive student thinking; Creating literature circles; Involving parents and community; Tapping into prior knowledge; Using technology to impact literacy acquisition

Put these strategies to use in your classroom, and watch as your students improve their reading and comprehension, and apply these tools for success across content areas and in their lives!

Appeal to Parents/Guardians and Get Them Involved
Appeal to parents/guardians and get them involved

It takes the combined efforts of the teacher, the student, and the parent/guardian to support the academic schooling of the youngster.

Waxman and Walberg (1999) describe schooling as a three-legged stool. They explain that the first leg of the stool is the teacher, the second leg is the student, and the third leg is the parent/guardian. Without all three legs, the stool is not functional. It takes the combined effort of the three legs to support the stool properly. In other words, it takes the combined efforts of the teacher, the student, and the parent/guardian to support the academic schooling of the youngster.

Parent Involvement

Waxman and Walberg's metaphor embraces research that suggests that parent/guardian ...

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