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The Learning Communities Guide to Improving Reading Instruction
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The Learning Communities Guide to Improving Reading Instruction



October 2004 | 176 pages | Corwin
This book, with its rich collection of tools to assess and improve practice, identify and apply new approaches, improve and add to the instructional repertoire, will measurably help both teachers and instructional leaders and ultimately benefit students.

The authors bring deep background in reading instruction, professional development and school leadership. They give teachers a framework for understanding the strategies to promote all aspects of reading instruction in support of the ultimate goal of student comprehension. They give teachers and instructional leaders a set of "look-fors" to identify strengths and weaknesses and target areas for support. They provide models for developing self assessments, goals and action steps and benchmarks for improvement. A professional development model for reading helps insure that this support will be effective and lasting.

 
Index
 
Dedication
 
Acknowledgments
 
Preface
 
Considering How to Lead Schoolwide Improvement in Reading
 
Personalizing Reading Instruction
 
Managing Environments for Literacy
 
Ensuring Student Engagement
 
Emphazing Active Teaching
 
Targeting Comprehension
 
Creating Professional Learning Communities for Literacy
 
References
 
Index

The themes of attending to individual needs, providing assessment-driven instruction, and creating long-term, focused professional development plans are solid and consistent throughout the book.

Gay Ivey, Graduate Program Coordinator, Reading Education Program
James Madison University

This book does a wonderful job of bridging the chasm that often exists between the separate worlds of higher education and K-12 educators. It applies powerful research findings and nontechnical, jargon-free advice for classroom teachers.

From the Foreword by Richard DuFour and Rebecca DuFour

Valerie Hastings Gregory

Valerie Hastings Gregory has devoted much of her professional life to shaping professional learning communities in schools. She has promoted effective professional develop-ment as a school building, central office, and Virginia Department of Education administrator for elementary education and gifted education. Valerie is an educational consul-tant for assessment, curriculum, instruction, and leadership at Fogarty and Associates, Pearson Professional Development,  QLD Learning, and the School Leadership Institute for the College of William and Mary. Valerie received her doctorate in Educational Policy Planning and Leadership from the... More About Author

M. Jan Rozzelle

In her position as Director of the William and Mary School Leadership Institute, Jan Rozzelle Nikas directs multiple school reform partnerships with Virginia public school dis-tricts. One partnership with five rural school districts has focused on improving leading and learning in 15 schools for the past 4 years, particularly in the area of literacy. Prior to her position at the university, Jan served a large suburban school district as reading coordinator of professional development, curriculum, and instruction for 52 schools. Her research interests focus on what works in improving literacy teaching and learning, and leadership... More About Author

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