spring 2017 guilford press literacy professors catalog · early intervention for . reading...

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Early Intervention for Reading Difficulties, SECOND EDITION

The Interactive Strategies ApproachDonna M. Scanlon, PhD Kimberly L. Anderson, PhD Joan M. Sweeney, MSEd

This bestselling text and practitioner guide has given thousands of teachers tools to support the literacy

growth of beginning and struggling readers in grades K–2. The interactive strategies approach (ISA) is organized around core instructional goals related to enhancing word learning and comprehension of text. Purchasers get access to a companion website where they can download and print 26 reproducible forms in a convenient 8½" x 11" size. Of special value, the website also features nearly 200 pages of additional printable forms, handouts, and picture sorts that supplement the book’s content.

IN THE 2ND EDITION: ✓ Incorporates the latest research on literacy development and on the ISA. ✓ Describes connections to the Common Core State Standards. ✓ Explains how to use the ISA with English learners. ✓ Chapter on fluency. ✓ Expanded coverage of morphological knowledge. ✓ Companion website with downloadable reproducible tools and extensive supple-mental materials.

CRITICAL ACCLAIM

“I am thrilled that the authors have developed a second edition of this book! I used the first edition in my preservice literacy methods course and as a trusted resource in my work with practicing teachers.” —Nell K. Duke, EdD, University of Michigan

Includes Reproducible Forms, Handouts, & Picture Sorts

2017 • 450 Pages 7" x 10" Paperback

ISBN 978-1-4625-2809-7, $40.00 PROFESSOR COPY: FREE

ABOUT THE AUTHORS Donna M. Scanlon, PhD, is Professor in the Department of Literacy Teaching and Learning at the University at Albany, State University of New York.

Kimberly L. Anderson, PhD, is Assistant Professor at East Carolina University in Greenville, North Carolina.

Joan M. Sweeney, MSEd, is a Reading/Literacy Specialist in the North Colonie Central School District in Latham, New York.

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CONTENTS

I. A Comprehensive Approach to Early Intervention

1. The Interactive Strategies Approach 2. Responsive Instruction 3. Motivation to Read and Write II. Learning the Alphabetic Code 4. Purposes and Conventions of Print 5. Phonological Awareness 6. Letter Naming and Letter Formation 7. Letter–Sound Association 8. The Alphabetic Principle and the Alphabetic

Code—Early Development 9. Phonograms and Word Families

10. The Alphabetic Principle and the Alphabetic Code—Later Development

11. Morphological Units and Multisyllabic Words III. Word Learning 12. Strategic Word Learning 13. High-Frequency Word Learning IV. Meaning Construction 14. Fluency 15. Vocabulary and Oral Language Development 16. Comprehension and General Knowledge V. Implementing Intensified Instruction 17. Small-Group and One-to-One Intervention 18. Revisiting and Concluding

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Lenses on ReadingTHIRD EDITION

An Introduction to Theories and ModelsDiane H. Tracey, EdD Lesley Mandel Morrow, PhD

Widely adopted in its first two editions as an ideal introduction to the major models of reading, this

bestselling text guides students to understand and facilitate children’s literacy development. Coverage encompasses the full range of theories that have informed reading instruc-tion and research, from classical thinking to cutting-edge cognitive, social learning, physiological, and affective perspectives. Pedagogical features include framing and discussion questions, learning activities, teacher anec-dotes, classroom applications, and examples of research studies grounded in each approach.

IN THE 3RD EDITION: ✓ Chapter on physio logical foundations of reading development, including the impact of nutrition, sleep, and exercise. ✓ Chapter on affective/emotional perspectives, such as the role of engagement and teacher–student relationships. ✓ Additional social learning perspectives: Critical Race Theory and Multiliteracies Theory. ✓ All chapters updated with the latest research; many new teacher anecdotes added.

CRITICAL ACCLAIM

“The third edition of this text raises the bar….It belongs on the desk of every reading researcher, and in the collection of every graduate student of reading.” —Nancy Frey, PhD, San Diego State University

“An ideal text for introductory graduate courses in literacy research and methods. Adding to the robust overview of theories and models, new chapters in the third edition examine the critical yet often hidden roles of physiology and affect in literacy learning and achievement.” —Janice F. Almasi, PhD, University of Kentucky

Both Print and E-book Evaluation Copies Available

CONTENTS

1. Introduction to Theories and Models 2. Early Lenses (400 B.C.E.–Present) 3. Behavioral Lenses (1900–Present) 4. Constructivist Lenses (1920s–Present) 5. Developmental Lenses (1930s–Present) 6. Physiological Lenses (1940s–Present)

7. Affective Lenses (1940s–Present) 8. Social Learning Lenses (1950s–Present) 9. Cognitive-Processing Lenses (1960s–Present) 10. Putting It All Together Appendix. Summary Chart: Onset of Presented Theoretical Perspectives Affecting Literacy Education

May 23, 2017 68" x 94" Paperback, 310 PagesISBN 978-1-4625-3064-9, $36.00 PROFESSOR COPY: FREE

ABOUT THE AUTHORSDiane H. Tracey, EdD, is Professor of Education at Kean University. She has served as secretary of the Literacy Research Association and is currently coeditor of the Journal of School Connections.

Lesley Mandel Morrow, PhD, is Distinguished Professor and Director of the Center for Literacy Development at the Graduate School of Education at Rutgers, The State University of New Jersey. She has served as president of both the International Literacy Association and the Reading Hall of Fame.

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New Edition—A Major Revision!

Disciplinary and Content Literacy for Today’s AdolescentsSIXTH EDITION

Honoring Diversity and Building CompetenceWilliam G. Brozo, PhD

Well established as a clear, comprehensive course text in five prior editions, this book has now been exten-

sively revised, with a focus on disciplinary literacy. It offers a research-based framework for helping students in grades 6–12 learn to read, write, and communicate academic content and to develop the unique literacy, language, and problem-solving skills required by the different disciplines. In an engaging, conversational style, William G. Brozo presents effective instruction and assessment practices, illustrated with extended case studies and sample forms. Special attention is given to adaptations to support diverse populations, including English language learners (ELLs). Pedagogical features include chapter-opening questions, new case studies, classroom dialogues, practical examples, sample forms, and more.

IN THE 6TH EDITION: ✓ Shift in focus to disciplin-ary literacy as well as general content-area learning. ✓ Chapter on culturally and linguistically diverse learners. ✓ Incorporates a decade of research and the goals of the Common Core State Standards. ✓ Increased attention to academic vocabulary, ELLs, the use of technology, and multiple text sources, such as graphic novels and digital texts.

CRITICAL ACCLAIM

“A great text for a master’s-level content area/disciplinary literacy course. Students will benefit from the examples of practice in action, and will see what it means to do this kind of work well.” —Leigh A. Hall, PhD,

University of North Carolina at Chapel Hill

April 27, 2017 7" x 10" Paperback, 438 Pages


ABOUT THE AUTHORWilliam G. Brozo, PhD, is Professor of Literacy in the Graduate School of Education at George Mason University. He is a past member of the Commission on Adolescent Literacy and the Adolescent Literacy Committee of the International Literacy Association.


CONTENTS

1. Adolescent Literacies and Identities Inside and Outside of School

2. Building Literacy Competence across the Disciplines for Diverse Learners

3. Practices for Expanding Text Comprehension 4. Assessment for Literacy Growth

and Disciplinary Learning

5. Creating Motivating Contexts for Literacy and Learning

6. Developing Academic Vocabulary Knowledge 7. Writing to Learn in the Disciplines 8. Reading and Learning from Multiple Sources 9. Strategic Literacy and Learning Processes

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Literacy Development with English Learners, SECOND EDITION

Research-Based Instruction in Grades K–6Edited by Lori Helman, PhD, University of Minnesota

Synthesizing cutting-edge scholarship, this course text shows how to teach English learners (ELs) at all levels

of English proficiency. Accessible chapters on key compo-nents of reading and writing combine theoretical issues with practical suggestions for the classroom. Case studies, vignettes, and samples of student work illustrate both the challenges facing emergent bilingual students and the types of high-quality instruction that can help them succeed.

IN THE 2ND EDITION: ✓ Incorporates the latest research and key current topics. ✓ Chapters on vocabulary instruction across the elementary grades and collaborative teaching. ✓ Covers implementation of the Common Core State Standards (CCSS) with ELs.

“A comprehensive and cohesive volume designed for courses targeting the language and literacy development of ELs. The expanded second edition communicates theoretical founda-tions, positive dispositions, and research-based practices.” —Kathleen A. J. Mohr, EdD, Utah State University

The Reading Specialist, THIRD EDITION

Leadership and Coaching for the Classroom, School, and CommunityRita M. Bean, PhD, University of Pittsburgh

This course text provides a complete introduction to the multiple roles of reading specialists in grades PreK–12.

It offers evidence-based best practices for working with struggling readers; supporting teachers through professional development and coaching; planning curricula; assessing at the individual, classroom, and school levels; and building strong school, family, and community partnerships.

IN THE 3RD EDITION: ✓ An overarching framework that connects literacy leadership more directly to classroom instruction and assessment. ✓ Links to the CCSS and standards-based examples. ✓ Expanded coverage of literacy coaching, middle and high school grades, and response to intervention. ✓ Chapters begin with key questions and include annotated resources.

“I always recommend this book to graduate students….It is excellent for use in any graduate-level course addressing the roles and responsibilities of language and literacy professionals.” —Jacy Ippolito, EdD, Salem State University

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2016, 7" x 10" Paperback, 360 PagesISBN 978-1-4625-2350-4, $38.00

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The Psychology of ReadingTheory and ApplicationsPaula J. Schwanenflugel, PhD Nancy Flanagan Knapp, PhD

—both at University of Georgia

Incorporating cognitive, neuropsychological, and socio-cultural perspectives, this authoritative text explains the

psychological processes involved in reading and describes applications for educational practice. It follows a devel-opmental sequence, from the impact of the early family environment through the acquisition of emergent literacy skills and the increasingly complex abilities required for word recognition, reading fluency, vocabulary growth, and text comprehension.

PEDAGOGICAL FEATURES: ✓ End-of-chapter discussion questions and suggestions for further reading. ✓ Explicit linkages among theory, research, standards, and instruction. ✓ Engaging case studies at the beginning of each chapter. ✓ Technology Toolbox explores the pros and cons of computer-assisted learning.

“Students will appreciate the nontechnical presentation of research findings. The case studies and discussion questions enhance the work’s value for courses in education and psychology.” —Linda Baker, PhD, University of Maryland

Reading Instruction That WorksFOURTH EDITION

The Case for Balanced TeachingMichael Pressley, PhD Richard L. Allington, PhD, University of Tennessee

This popular text demonstrates how successful literacy teachers combine explicit skills instruction with

an emphasis on reading for meaning. Distinguished researcher Richard L. Allington builds on the late Michael Pressley’s work to explain the theories and findings that guide balanced teaching and illustrate what exemplary lessons look like in action. Detailed examples offer a window into highly motivating classrooms around the country.

IN THE 4TH EDITION: ✓ Updated throughout to reflect important research. ✓ Chapter summing up the past century’s reading debates and the growing acceptance of balanced teaching. ✓ New and revised vignettes of exemplary teachers.

“A ‘must read’ for students early in their graduate course-work in reading and/or special education….It is a wonderful synthesis of the best literacy practices.” —Carol S. Beers, EdD, College of William and Mary


Assessment for Reading InstructionTHIRD EDITION

Michael C. McKenna, PhD Katherine A. Dougherty Stahl, EdD

This widely adopted text and trusted teacher guide provides a comprehensive conceptual framework

and hands-on practical tools for reading assessment. The authors present a clear roadmap for evaluating K–8 students’ strengths and weaknesses in each of the basic competen-cies that good readers need to master. Teachers learn how to select, administer, and interpret a wide range of formal and informal assessments, and how to use the results to improve instruction. In a large-size format for easy photo-copying, the book includes 30 reproducible assessment tools. Purchasers get access to a Web page where they can download and print the reproducible materials.

IN THE 3RD EDITION: ✓ Chapter on assessing vocabulary. ✓ Additional instruments, including the Informal Decoding Inventory and the Motivation to Read Profile—Revised. ✓ Links to the Common Core State Standards have been added throughout. ✓ More research and instructional strategies in every area.

CRITICAL ACCLAIM

“Revised informal assessments in phonemic awareness and the inclusion of vocabulary assessments are some of the features that make this work essential….Students and instructors will find this a lucid, well-organized text that is invaluable for course use.” —Lori M. Strong, PhD,

The College of Saint Rose

“A ‘must-have’ volume….It provides information about cutting-edge assessment tools, strategies, and techniques that will support teachers in making appropriate instructional decisions.” —Linda B. Gambrell, PhD,

Clemson University


CONTENTS

1. Introduction to Reading Assessment 2. General Concepts of Assessment 3. Informal Reading Inventories

and Other Measures of Oral Reading 4. Emergent Literacy 5. Word Recognition and Spelling 6. Fluency

7. Vocabulary 8. Comprehension 9. Strategic Knowledge 10. Affective Factors 11. Preparing a Diagnostic Reading ReportAppendix. Case Studies

Large, Easy-to- Reproduce Format + Downloadable Materials

2015 • 324 Pages 8" x 102" PaperbackISBN 978-1-4625-2104-3, $42.00 PROFESSOR COPY: FREE

ABOUT THE AUTHORS Michael C. McKenna, PhD, was Thomas G. Jewell Professor of Reading in the Curry School of Education at the University of Virginia until his death in 2016.

Katherine A. Dougherty Stahl, EdD, is Clinical Associate Professor of Reading at New York University, where she serves as Director of the Literacy Program.

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Diagnosis and Correction of Reading Problems, SECOND EDITION

Darrell Morris, EdD, Appalachian State University

With a comprehensive approach to assessing and reme-diating reading difficulties in grades K–6, Darrell

Morris presents rich case studies of beginning and older readers struggling with different types of reading problems. He shows how to administer a thorough diagnostic battery and provide instruction tailored to each student’s needs. In addition to one-to-one tutoring strategies, small-group and whole-class applications are discussed.

IN THE 2ND EDITION: ✓ Detailed explanations of how to adapt the techniques for classroom use. ✓ Research findings pertaining to reading diagnosis. ✓ Updated and expanded book lists. ✓ Chapter on historical and theoretical foundations.

“Graduate students, reflective practitioners, and teacher educators will refer to this book again and again.” —Marcia Invernizzi, PhD, University of Virginia

The Literacy Coach’s HandbookSECOND EDITION

A Guide to Research-Based PracticeSharon Walpole, PhD, University of Delaware Michael C. McKenna, PhD

This text gives preservice and practicing literacy coaches the tools they need to build a successful

schoolwide reading program. The authors, well-known experts in the field, describe the literacy coach’s crucial, evolving role in schools. They offer step-by-step guidelines for implementing curricula and assessments, selecting instructional materials, and planning for differentiation and intervention.

IN THE 2ND EDITION: ✓ Expanded grade range includes PreK and grades 4–5. ✓ Content on response to intervention and the Common Core standards is woven throughout. ✓ Strategies for making professional develop-ment more responsive to teachers’ needs.

“A tour de force….It is filled with practical ideas that will assist coaches in their daily work in classrooms and schools. This is a great text for reading endorsement/coaching courses and administration courses for elementary principals.” —Janice A. Dole, PhD, University of Utah

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Close Reading of Informational TextsAssessment-Driven Instruction in Grades 3–8Sunday Cummins, PhDForeword by Camille Blachowicz, PhD

This bestselling text provides a roadmap for instruc-tion and assessment of close reading skills in grades

3–8. To engage deeply with informational texts, students need to determine what details are important, how they fit together to convey a central idea, and how to synthesize information from multiple sources. They also need to understand the unique demands of different text features and structures. Presenting effective instructional strategies that teachers can tailor to their own classrooms, the book includes lesson plans, vignettes, and examples of student work, plus a Study Guide with professional learning activities and discussion questions.

CRITICAL ACCLAIM

“A comprehensive instructional framework to engage and empower grades 3-8 learners to read for deep meaning.… I definitely recommend this book for use in introductory courses on elementary or middle-level literacy instruction.” —Richard T. Vacca, PhD, Kent State University


CONTENTS

Foreword, Camille Blachowicz Introduction: Why Teach Close Reading

of Informational Texts? 1. What Does “Close Reading” Mean? 2. An Assessment-Driven, Structured Approach

to Teaching 3. Introducing Synthesis with Interactive

Read-Alouds

4. Understanding the Features of a Text 5. Strategic Previewing of a Text to Set a Purpose 6. Self-Monitoring While Reading Informational Texts 7. Determining Importance in a Text 8. Determining Importance and Synthesis

across TextsClosing ThoughtsAppendix: Study Guide


ABOUT THE AUTHOR Sunday Cummins, PhD, is an independent literacy consultant who lives in Chico, California, and consults nationally. Formerly she was Assistant Professor of Education in the Reading and Language Department at National Louis University and a facilitator for the New Schools Project at the Erikson Institute in Chicago.

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Reading Assessment, THIRD EDITION

A Primer for Teachers in the Common Core Era

JoAnne Schudt Caldwell, PhD

This trusted course text and practitioner guide helps K–8 teachers utilize assessment as an integral component of classroom instruc-tion. It demonstrates step-by-step methods to recognize good reader behaviors, assess students’ strengths and weaknesses, and make evidence-based instructional decisions.

“An excellent resource….I highly recommend this work for literacy assessment coursework both for practicing teachers who are earning master’s degrees and undergraduates preparing for life in the classroom.” —Danielle V. Dennis, PhD, University of South Florida

Includes Reproducible Materials

2014, 7" x 10" Paperback, 288 Pages, ISBN 978-1-4625-1413-7, $36.00 PROFESSOR COPY: FREE

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Companion Website

Making Sense of PhonicsSECOND EDITION

The Hows and WhysIsabel L. Beck, PhD, University of Pittsburgh Mark E. Beck, MEd, Manchester Academic

Charter School

Through indispensable tools and strategies, this bestsell-ing text demonstrates explicit, systematic phonics

instruction in K–3. Teachers learn effective ways to build students’ decoding skills by teaching letter–sound relation-ships, blending, word building, and more. The volume offers a complete phonics assessment and clear guidelines for sequencing instruction.

IN THE 2ND EDITION: ✓ Additional chapters covering key topics. ✓ A complete phonics assessment with administering and scoring guidelines. ✓ Download-able forms and word lists, plus a companion website with supplemental resources. ✓ More classroom examples,

“Your Turn” activities, and expanded word lists.

“A great text for undergraduate methods classes and reading endorsement master’s classes.” —Kathleen J. Brown, PhD,

Director, University of Utah Reading Clinic

Explaining Reading, THIRD EDITION

A Resource for Explicit Teaching of the Common Core StandardsGerald G. Duffy, EdD, Michigan State University

This widely adopted text presents effective ways to demystify essential reading skills and strategies for K–8

students who are struggling. Following a concise introduc-tion to the Common Core State Standards (CCSS) and explicit teaching, 30 engaging examples show how to be explicit when teaching each Literature, Informational Text, and Foundational Skills standard.

IN THE 3RD EDITION: ✓ Significantly revised and restructured with a CCSS focus. ✓ Revised teaching examples. ✓ Provides practical ways to develop “close reading” of text. ✓ Incorporates recent research on authentic tasks and adaptive teaching.

“I have used this volume with my elementary preservice teachers in their required reading practicum course.…Well-developed model lessons present the types of scaffolding teachers need to craft lessons based on the CCSS and differentiate instruction for struggling readers.” —Doris Walker-Dalhouse, PhD, Marquette University

60,000 In Print

50,000 In Print

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Word Journeys, SECOND EDITION

Assessment-Guided Phonics, Spelling, and Vocabulary InstructionKathy Ganske, PhD, Vanderbilt University

Through a comprehensive approach, this widely adopted course text shows how to assess and build

children’s word knowledge (grades K–8). Kathy Ganske shows how carefully planned word study can improve students’ reading and writing skills while fostering their appreciation of language.

IN THE 2ND EDITION: ✓ Incorporates additional activities and technology tips. ✓ Chapter explaining the meaning of word study and its role in literacy instruction. ✓ Expanded “Literature Links” book lists. ✓ Developmental Spelling Analysis answer sheets have been enhanced for easier scoring and several reproducibles added.

“Educators will find this book a useful, well-crafted tool—its organization is clear and easy to follow, and it is filled with information to guide the implementation of a word study program.” —Catherine A. Rosemary, PhD,

John Carroll University

Bringing Words to LifeSECOND EDITION

Robust Vocabulary InstructionIsabel L. Beck, PhD, Margaret G. McKeown, PhD, and Linda Kucan, PhD

—all at University of Pittsburgh

Grounded in research, this bestselling course text explains how to select words for instruction, introduce

their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. Sample lessons and vignettes, children’s literature suggestions, end-of-chapter summaries, and “Your Turn” learning activities enhance the book’s utility as a course text.

IN THE 2ND EDITION: ✓ Chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners. ✓ Expanded discussions of content-area vocabulary and multiple-meaning words. ✓ Many additional examples showing what robust instruction looks like in action.

“Makes a significant contribution to teacher preparation and professional development. Specific recommendations for practice are illustrated with detailed examples.” —Rebecca Silverman, EdD,

University of Maryland, College Park


Large, Easy-to- Reproduce Format + Downloadable Materials

2014 • 420 Pages 8" x 102" Paperback ISBN 978-1-4625-1250-8, $45.00 PROFESSOR COPY: FREE

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Best Practices in Literacy Instruction, FIFTH EDITION

Edited by Linda B. Gambrell, PhD, Clemson University Lesley Mandel Morrow, PhD, Rutgers, The State University of New Jersey

Foreword by Timothy Shanahan, PhD

This widely adopted course text addresses evidence-based best practices in the light of emerging research and

national policy, actively tying classroom-based research, innovation, and instruction to the Common Core State Standards (CCSS). Each chapter includes concrete examples, Engagement Activities, and resources for further learning.

IN THE 5TH EDITION: ✓ Connects best practices with the requirements of the CCSS. ✓ Chapters on comprehending informational text, dual language learners, and new literacies. ✓ Expanded topics include motivation, close reading, and text complexity.

“With end-of-chapter activities to draw readers in, this book is a powerful tool for…graduate courses in literacy programs.” —Mariam Jean Dreher, PhD,

University of Maryland, College Park

Best Practices in Writing Instruction, SECOND EDITION

Edited by Steve Graham, EdD, Arizona State University Charles A. MacArthur, PhD, University of Delaware Jill Fitzgerald, PhD, University of North Carolina

at Chapel Hill

This course text presents evidence-based practices for helping all students develop their skills as writers.

Leading authorities describe how to teach the skills and strategies that students need to plan, draft, evaluate, and revise multiple types of texts. Also addressed are ways for teachers to integrate technology into the writing program, use assessment to inform instruction, teach writing in the content areas, and tailor instruction for English language learners and struggling writers.

IN THE 2ND EDITION: ✓ Revised and expanded to address the CCSS. ✓ Chapters on teaching argumentative and informative writing; college and career readiness; writing to learn; writing about texts; and response to intervention.

“A rich source for current research and best-practice guidelines….It is a valuable resource for both graduate and undergraduate courses.” —Joanna P. Williams, PhD, Columbia University


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Best Practices in Adolescent Literacy Instruction, SECOND EDITION

Edited by Kathleen A. Hinchman, PhDHeather K. Sheridan-Thomas, EdD

Foreword by Donna E. Alvermann, PhD

Leading educators describe effective practices for motivating diverse learners in grades 5–12, building comprehension of multiple types of texts, integrating literacy and content-area instruction, and teaching English language learners (ELLs) and struggling readers.

“Continues to be one of the finest texts for teacher education and professional development in adolescent literacy.…It provides needed direction for us all.” —Donald J. Leu, PhD, University of Connecticut


Best Practices of Literacy LeadersKeys to School Improvement

Edited by Rita M. Bean, PhD Allison Swan Dagen, PhD

This text presents the principles of effective literacy leader-ship and describes proven methods for improving instruction, assessment, and schoolwide professional development. Best practices are identified for creating strong elementary and secondary literacy programs, differentiating instruction, supporting English language learners, utilizing technology, building home–school partnerships, and much more.

“A significant contribution….It engages educators in rich visions of schools as change agents for both teachers and students.” —Victoria J. Risko, EdD, Vanderbilt University


Best Practices in ELL InstructionEdited by Guofang Li, PhD Patricia A. Edwards, PhD

Foreword by Lee Gunderson, PhD

In this essential work, prominent authorities review research on all aspects of ELL instruction and identify what works for K–12 students and schools. Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, and other core skill areas; assessing culturally and linguistically diverse students; and building strong school–home–community partnerships.

“This is exactly the text I’ve been looking for to use in my undergraduate teacher education and master’s-level certification courses. It has a great blend of theory and teacher-tested strategies for working with a variety of ELLs.” —Margarita Jimenez-Silva, EdD, Arizona State University



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Action Research in EducationA Practical GuideSara Efrat Efron, EdD and Ruth Ravid, PhD —both at National Louis University

Accessible and widely adopted, this text shows educators step by step how to conduct classroom- and school-

based studies to improve instructional practices. Each chapter offers checklists, exercises, and templates for busy educators to self-assess the progress and quality of their quantitative, qualitative, or mixed-methods action research project, during each stage of the research cycle.

PEDAGOGICAL FEATURES INCLUDE: ✓ Exercises and activities in every chapter. ✓ Checklists, guidelines, and templates for self-assessing the progress and quality of studies. ✓ Example boxes illustrating the components of an action research report. ✓ Summary tables highlighting key aspects of different research strategies. ✓ Chapter summaries and suggestions for further reading.

“A wonderful synopsis of action research that provides supporting evidence, illustrative examples, and practical applications….The explicit detail of the authors’ discussion is essential for student success.” —Lauren Birney, EdD,

Pace University

Literacy Research MethodologiesSECOND EDITION

Edited by Nell K. Duke, EdD, University of Michigan Marla H. Mallette, PhD, Binghamton University

The definitive reference on literacy research methods, this book serves as a text in graduate-level courses and

as a key resource for researchers. Distinguished scholars clearly describe established and emerging methodologies, discuss the types of questions and claims for which each is best suited, identify standards of quality, and present exemplary studies that illustrate the approaches at their best.

IN THE 2ND EDITION: ✓ Significantly expanded: covers 18 approaches instead of 13. ✓ Chapters on content analysis, research in digital contexts, mixed methods, narra-tive approaches, and single-subject experimental design.

“A ‘must-read’ for doctoral students….It provides a broad view of the ‘lay of the land’ in literacy research and emphasizes the importance of matching methodology to the kinds of research questions being asked.” —Marcia Invernizzi, PhD, University of Virginia

2013 • 268 Pages 7s" x 94" Paperback


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Download our latest Research Methods catalog: www.guilford.com/add/catmethods.pdf


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