Engaging Readers

Zusatztext

<span><span>An important goal of teachers is to get all students, especially those in the upper elementary and middle grades who struggle with academic work, engaged in reading. This book examines current research on instructional principles and actions related to engaged reading. It shows how teachers can translate this research into evidence-based actions that promote productive instructional contexts and focus students purposeful use of literacy in acquiring knowledge. The authors integrate descriptions of principles and actions with concrete examples of classroom instruction and thematic teaching across disciplinary contexts and demonstrate how teachers might mediate students reading of complex texts. The book provides readers with a vivid picture of the complexities of teaching reading in the upper elementary and middle grades. In particular, the book blends individual principles and practices into a holistic approach to creating productive and engaged learning environments for</span><span>all</span><span>upper elementary and middle grade learners.</span></span>

Autorenportrait

<span><span>Dana A. Robertson</span><span>, EdD, is Executive Director of the Literacy Research Center and Clinic at the University of Wyoming. He was an upper elementary teacher, a literacy specialist and coach, and he has worked in clinical contexts, K-12.<br><br></span><span>Evelyn Ford-Connors</span><span>, EdD, is a senior lecturer in the Literacy and Language program at Boston Universitys School of Education and the Associate Director of the Donald D. Durrell Reading and Writing Clinic. Her current work includes teacher coaching and collaboration to study and refine instructional practices that promote students literacy learning.<br><br></span><span>Susan M. Dougherty</span><span>, EdD is an assistant professor of literacy education at Rider University in Lawrenceville, NJ. She works with future teachers and literacy specialists, with a particular interest in preparing them to support children who find literacy learning difficult. Her most recent research focuses on the intersections between literacy learning and learning in the sciences.</span></span>

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