Handbook on the Science of Literacy in Grades 3-8
Edited by Susan B. Neuman and Melanie R. Kuhn
Digital professor copy available on VitalSource once published ?“This pivotal resource masterfully blends rigorous research with practical teaching strategies. The book's comprehensive themes and accessible format make it invaluable for teacher educators, literacy specialists, and curriculum designers. It offers actionable insights that can transform instructional practices in upper elementary and middle grades classrooms. Chapters review evidence-based approaches that can help teachers create dynamic literacy environments that cater to diverse learners and foster deep, enduring engagement with reading and writing.”
—Patricia A. Edwards, PhD, University Distinguished Professor, Department of Teacher Education, Michigan State University
“With so much attention being given to the implications of the science of reading on foundational skills and early literacy, the field is in desperate need of a trustworthy, comprehensive reference to inform literacy instruction with grades 3–8 students—and this is it! I appreciate that the editors focus on literacy instruction for all, acknowledging that individual learners require different instruction at points in their development. The Handbook doesn't shy away from the complexities of literacy, offering the best advice on a breadth of topics to accomplish success for students. I plan to carefully study each chapter with the team of literacy specialists I lead, and we will use the recommendations as springboards for school-based professional learning as we translate research into practice.”
—Jennifer Serravallo, MA, educator, author, and founder of Literacy Strategies Consulting
“An important and timely contribution that will be appreciated by researchers, educators, and policymakers. Neuman and Kuhn have curated a comprehensive summary of research that should inform literacy instruction in grade 3 and beyond. With chapters authored by preeminent literacy scholars spanning an array of insights and perspectives, this volume promises to be a premier source for those interested in supporting all students’ language, reading, and writing development with robust instruction, programs, policies, and professional development.”
—Kathleen A. Hinchman, PhD, School of Education (Emerita), Syracuse University
“The structure of this volume is brilliant. Chapters are written by leading lights in upper elementary and middle grades literacy, carefully selected to span all of the important topics in the field. Contributors present their research and draw special attention to the work's practical implications and applications. The Handbook is accessible and brimming with promise, even as it provides an excellent overview of the scope and complexity of the challenge.”
—Marilyn Jager Adams, PhD, Brown University (retired); author of Beginning to Read: Thinking and Learning about Print
Table of Contents
Foreword, Sharon VaughnIntroduction, Melanie R. Kuhn & Susan B. Neuman
I. What Does the Research Say about Language and Vocabulary?
1. Raising the Bar: Supporting Teachers in Engaging Students in Rigorous Argumentation, Alina Reznitskaya, Ian Wilkinson, & Maughn Gregory
2. Multisyllabic Word-Reading Instruction in the Intermediate Grades, Jessica R. Toste & Brennan Chandler
3. The Science of Reading: Morphology Matters, Amanda Goodwin
4. Critical and Developmental Perspectives in Multilingual Literacy and Curriculum, Patrick Proctor
5. The Language of Learning: Academic Vocabulary Development and Comprehension, Joshua Lawrence, Rebecca Knoph, & Åste Hagen
II. What Does the Research Say about Text Complexity and Comprehension?
6. Supporting Reading Comprehension in the Upper Elementary Grades, Kristen McMaster & Panayiota Kendeou
7. Complicating the Simple View of Reading, Gina Biancarosa
8. What Is Text Complexity and How Does It Affect Literacy Learning?, Steve Amendum & Kristin Conradi Smith
9. Readers’ Motivation and Engagement in the Science of Literacy, Ana Taboada Barber & Xiaoli Gong
10. The Role of Knowledge in Text Comprehension, Gina Cervetti & Tanya Wright
III. What Does the Research Say about Supporting Struggling Readers?
11. Addressing Reading Achievement during Summer Vacation, Joanna Christodoulou & Anya Maloney
12. Multi-Tiered Systems of Support for Improving Literacy Outcomes for Students in Grades 3-8, Devin M. Kearns, Nina Bayer, Melissa Stalega, & Meaghan McKenna
13. The Need for Schoolwide Literacy Models, Jade Wexler, Deborah Reed, & Karen Omohundro
14. Adaptive Teaching: A Critical Tool to Support Readers, Margaret Vaughn
15. Reading Fluency for Struggling Readers in the Upper Elementary Grades, Melanie R. Kuhn
IV. What Does the Research Say about Writing Instruction?
16. Changing Writing Instruction in the Middle Grades, Steve Graham
17. Effective Writing Instruction for Students with Learning Disabilities in Grades 3–8, Steven Ciullo & Alyson Collins
18. A Cognitive Strategies Approach to Teaching Text-Based Argument Writing to English Learners, Carol Booth Olson, Undraa Maamuujar, & Huy Chung
19. Expansive Literacies for Middle Grade Learners, Jill Castek, Megan Goss, & Aniqa Shah
V. Teacher Knowledge and Professional Development
20. Toward a Science of Professional Learning for Teachers of Grade 3–8, Sharon Walpole & John Z. Strong
21. Discourse, Positioning, and Agency: A Relational Perspective on Literacy Coaching in the Upper Elementary and Middle Grades, Dana Robertson & Jeanne R. Paratore
22. Upper Elementary Teachers’ Specialized Knowledge of the Components and Processes of Reading Comprehension, Dennis S. Davis
23. Black Futures Matter: Reimagining Science of Literacy Instruction for Black Students, Jennifer Turner &Simone Gibson
24. Beyond Words: Multimodal and Digital Literacies, Culture, and Identity in Learners’ Lives, Cheryl McLean
Author Index
Subject Index
About the Editors
Susan B. Neuman, EdD, is Professor of Teaching and Learning at New York University. Previously, she was Professor at the University of Michigan and served as the U.S. Assistant Secretary for Elementary and Secondary Education, in which role she established the Early Reading First program and the Early Childhood Educator Professional Development Program and was responsible for all activities in Title I of the Elementary and Secondary Education Act. Dr. Neuman has served on the boards of directors of the International Literacy Association and numerous other nonprofit organizations, and as coeditor of Reading Research Quarterly. She has received two lifetime achievement awards for research in literacy development and is a member of the Reading Hall of Fame and a Fellow of the American Educational Research Association. She has published over 100 articles and numerous books.Melanie R. Kuhn, PhD, is Professor and Jean Adamson Stanley Faculty Chair in Literacy at the Purdue University College of Education. Her primary focus has been on reading fluency and how best to support its development. In addition, her research interests include literacy instruction for struggling readers and comprehension and vocabulary development. Dr. Kuhn’s instructional experience includes clinic work, directing reading interventions, and teaching in the Boston Public Schools. She served as a member of the Literacy Research Panel for the International Literacy Association and as a board member for the Literacy Research Association. Dr. Kuhn has written or edited several books, along with numerous journal articles and book chapters. She moderates the website thereadingforum.com.