Overview

A much-needed and unique resource for both literacy coaches and reading specialists!   Now in its third edition, Reading Specialists and Literacy Coaches in the Real World is a unique resource designed to prepare reading specialists and literary coaches to implement reading programs at the school and district level. It includes both theoretical and practical information about the varied roles of reading specialists and literacy coaches to prepare administrators to coordinate, implement, and evaluate programs for teaching reading/language arts.   Rave Reviews “I would suggest this book to anyone who is a reading specialist or a member of a literacy team.  I see this text as being a great guidebook to creating, implementing, and maintaining a school-wide or district-wide literacy program.  After reading this book I have a new found appreciation for someone who has to work with so many different teaching styles and resources out there.” -Allie Smith, Wilshire Park, St. Anthony, MN   “The content of this text covers excellent topics to help reading specialists and literacy coaches understand their roles.” - Donna Schweitzer, Forwood Elementary School, Wilmington, DE   New Features of the Third Edition: More information on Reading Next, Response to Intervention and other national reports, particularly in the secondary schools. Updated discussions of evolving standards, enacting standards, professional development, mentorship and assessment.  

Full Product Details

Author:   MaryEllen Vogt ,  Brenda A. Shearer
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   3rd edition
Dimensions:   Width: 18.70cm , Height: 1.80cm , Length: 23.50cm
Weight:   0.390kg
ISBN:  

9780137055395

ISBN 10:   0137055390
Pages:   336
Publication Date:   12 July 2010
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

PART I  READING SPECIALISTS AND LITERACY COACHES:           HONORING THE PAST, SHAPING THE FUTURE CHAPTER ONE Examining the Historical Context for Teaching Reading                                                     LEARNING GOALS             STANDARDS FOR READING PROFESSIONALS          VIGNETTE                                                                                                                              WHY CHANGE?                                                                                                                     EXPLORING READING INSTRUCTION OVER TIME                                                          BEYOND THE BOOK          TEACHING READING IN THE TWENTY-FIRST CENTURY                                               REVISITING THE VIGNETTE                                                                                                LOOKING TO THE FUTURE: THE CASE FOR EVIDENCE-BASED DECISION-MAKING             REVISITING THE VIGNETTE          POINTS TO REMEMBER                                                                                                       PORTFOLIO AND SELF-ASSESSMENT PROJECTS                                                             RECOMMENDED READINGS                                                                                               COMPANION WEBSITE RESOURCES          CHAPTER TWO   formerly Ch. 10 Serving as an Elementary, Secondary, or District-Level Reading Specialist or Literacy Coach              LEARNING GOALS                                                                                                                STANDARDS FOR READING PROFESSIONALS                                                                 VIGNETTE                                                                                                                              EVOLUTION OF THE LITERACY PROFESSIONAL: READING SPECIALISTS AND COACHES          SCHOOL AND DISTRICT ROLES OF LITERACY COACHES AND READING SPECIALISTS          THE READING SPECIALIST                                                                                                 THE LITERACY COACH                                                                                                       MODELS OF LITERACY COACHING                                                                                   DEALING WITH NEGATIVE PEOPLE AND LEARNING FROM YOUR MISTAKES                                                                                                      NEW DIRECTIONS: ISSUES AND PERSPECTIVES FOR LITERACY PROFESSIONALS          BEYOND THE BOOK          SUPERVISING READING SPECIALISTS                                                                              STUDY GROUPS                                                                                                                    SAVING THE BEST FOR LAST: BEGINNING THE JOB OF LITERACY COACH                                                                                                          REVISITING THE VIGNETTE                                                                                                POINTS TO REMEMBER                                                                                                       PORTFOLIO AND SELF-ASSESSMENT PROJECTS                                                             RECOMMENDED READINGS                                                                                               COMPANION WEBSITE RESOURCES   PART II  READING SPECIALISTS AND LITERACY COACHES:           LEADING A COLLABORATIVE VISION   CHAPTER THREE formerly Ch. 2 Forming a Literacy Team and Creating a Literacy Vision                                                             LEARNING GOALS                                                                                                                STANDARDS FOR READING PROFESSIONALS          VIGNETTE                                                                                                                              CULTURALLY RESPONSIVE LITERACY PROGRAMS: ASKING NEW QUESTIONS                                                                             ESTABLISHING THE LITERACY TEAM                                                                              LITERACIES AND COMMUNITIES: ASKING NEW QUESTIONS                                       BEYOND THE BOOK          DEVELOPING A WRITTEN VISION STATEMENT                                                              ALIGNING WITH STANDARDS: THE STANDARDS REFORM MOVEMENT          BEYOND THE BOOK                                                                                                            REVISITING THE VIGNETTE                                                                                                POINTS TO REMEMBER                                                                                                       PORTFOLIO AND SELF-ASSESSMENT PROJECTS                                                             RECOMMENDED READINGS          COMPANION WEBSITE RESOURCES     CHAPTER FOUR formerly Ch. 3 Determining a School’s Literacy Needs and Developing a Plan                                                    LEARNING GOALS                                                                                                                STANDARDS FOR READING PROFESSIONALS                                                                 VIGNETTE                                                                                                                              ASSESSING THE SCHOOL LITERACY PROGRAM NEEDS          THE NEEDS ASSESSMENT PROCESS          REVISITING THE VIGNETTE          CREATING THE COMPREHENSIVE TWO-YEAR PLAN/GRID                                           REVISITING THE VIGNETTE                                                                                                POINTS TO REMEMBER                                                                                                       PORTFOLIO AND SELF-ASSESSMENT PROJECTS                                                             RECOMMENDED READINGS                                                                                               COMPANION WEBSITE RESOURCES   CHAPTER FIVE formerly Ch. 4 Matching Context to Students: Assessment as Inquiry                                                                LEARNING GOALS                                                                                                                STANDARDS FOR READING PROFESSIONALS          VIGNETTE                                                                                                                              IMPORTANT QUESTIONS ABOUT LITERACY ASSESSMENT                                          THE READING SPECIALIST’S ROLE IN ASSESSMENT                                                      CONTEXTUALIZED ASSESSMENT                                                                                      REVISITING THE VIGNETTE          THE READER: ASSESSMENT AS INQUIRY          BEYOND THE BOOK          ASSESSMENT: MAKING RESPONSIBLE CHOICES                                                             ASSESSMENT:CATEGORIES AND CHARACTERISTICS                                                     IMPLICATIONS FOR DEVELOPING SCHOOLWIDE ASSESSMENT PROGRAMS             IMPLICATIONS FOR DEVELOPING DISTRICTWIDE ASSESSMENT PROGRAMS           REVISITING THE VIGNETTE                                                                                                POINTS TO REMEMBER                                                                                                       PORTFOLIO AND SELF-ASSESSMENT PROJECTS                                                             RECOMMENDED READINGS                                                                                               COMPANION WEBSITE RESOURCES PART III  READING SPECIALISTS AND COACHES: LEADING PRINCIPLED PRACTICE CHAPTER SIX formerly Ch. 5 Differentiating Instruction to Meet Learners’ Needs: Framing Literacy Intervention                LEARNING GOALS                                                                                                                STANDARDS FOR READING PROFESSIONALS          VIGNETTE                                                                                                                              PROVIDING AN APPROPRIATE LEARNING ENVIRONMENT                                          CHANGING PERSPECTIVES ON INTERVENTION          RESPONSE TO INTERVENTION (RtI) IN THE ELEMENTARY SCHOOL          REVISITING THE VIGNETTE          INTERVENTION AT THE PRESCHOOL AND KINDERGARTEN LEVELS          INTERVENTION AT THE MIDDLE AND HIGH SCHOOL LEVELS                                    THE ROLE OF THE READING PROFESSIONAL IN RtI                                                       RtI ISSUES TO CONSIDER                                                                                                      POINTS TO REMEMBER                                                                                                       REVISITING THE VIGNETTE          PORTFOLIO AND SELF-ASSESSMENT PROJECTS                                                             RECOMMENDED READINGS                                                                                               COMPANION WEBSITE RESOURCES   CHAPTER SEVEN formerly Ch. 6 Language and Literacy Development for English Learners                                                          LEARNING GOALS                                                                                                                STANDARDS FOR READING PROFESSIONALS          VIGNETTE                                                                                                                              SUPPORTING LANGUAGE AND LITERACY DEVELOPMENT FOR ENGLISH LEARNERS          LANGUAGE AND LITERACY DEVELOPMENT FOR ENGLISH LEARNERS          SUPPORTING ENGLISH LEARNERS WITH EFFECTIVE LITERACY INSTRUCTION          BEYOND THE BOOK                                                                                                            REVISITING THE VIGNETTE          POINTS TO REMEMBER          PORTFOLIO AND SELF-ASSESSMENT PROJECTS                                                               RECOMMENDED READINGS          COMPANION WEBSITE RESOURCES CHAPTER EIGHT formerly Ch. 7 Implementing a Comprehensive Literacy Program in the Elementary School                             LEARNING GOALS                                                                                                                STANDARDS FOR READING PROFESSIONALS          VIGNETTE                                                                                                                              THE READING AND LANGUAGE ARTS CURRICULUM IN THE ELEMENTARY SCHOOL                                                                                               FOUNDATIONS FOR LEARNING TO READ          BEYOND THE BOOK                                                                                                            RECENT INSIGHTS INTO EFFECTIVE PRACTICE                                                              REVISITING THE VIGNETTE                                                                                                POINTS TO REMEMBER                                                                                                       PORTFOLIO AND SELF-ASSESSMENT PROJECTS                                                             RECOMMENDED READINGS                                                                                               COMPANION WEBSITE RESOURCES          CHAPTER NINE formerly Ch. 8 Implementing a Comprehensive Literacy Program in Middle and Secondary Schools                LEARNING GOALS                                                                                                                STANDARDS FOR READING PROFESSIONALS          VIGNETTE                                                                                                                              ADOLESCENT LITERACY: ISSUES AND PERSPECTIVES                                                 REVISITING THE VIGNETTE                                                                                                THE CALL FOR REFORM IN ADOLESCENT LITERACY          WHAT ADOLESCENT READERS NEED                                                                              NEW LITERACIES AND THE READING PROFESSIONAL          BEYOND THE BOOK          MOTIVATION AND THE ADOLESCENT LEARNER          ASSESSMENT ISSUES IN ADOLESCENT LITERACY          ROLE OF THE READING PROFESSIONAL IN ADOLESCENT LITERACY          REVISITING THE VIGNETTE                                                                                                POINTS TO REMEMBER                                                                                                       PORTFOLIO AND SELF-ASSESSMENT PROJECTS                                                             RECOMMENDED READINGS                                                                                               COMPANION WEBSITE RESOURCES CHAPTER TEN formerly Ch. 9 Selecting and Evaluating Instructional Materials and Technology Resources                             LEARNING GOALS                                                                                                                STANDARDS FOR READING PROFESSIONALS                                                                 VIGNETTE                                                                                                                              THE TEXTBOOK AND INSTRUCTIONAL MATERIALS ADOPTION PROCESS                                                                                                           GUIDELINES FOR SELECTING INSTRUCTIONAL MATERIALS FOR READING AND LANGUAGE ARTS                                                        BEYOND THE BOOK                                                                                                            WORKING WITH PUBLISHERS AND SALES REPRESENTATIVES                                   TECHNOLOGY: IN AND OUT OF SCHOOL LITERACIES                                                   THE LITERACY TEACHER AND EFFECTIVE TECHNOLOGY USE          THE ROLE OF THE LITERACY PROFESSIONAL AND TECHNOLOGY                            REVISITING THE VIGNETTE                                                                                                POINTS TO REMEMBER                                                                                                       PORTFOLIO AND SELF-ASSESSMENT PROJECTS                                                             RECOMMENDED READINGS                                                                                               COMPANION WEBSITE RESOURCES          NOTES                                                                                                                             PART IV READING SPECIALISTS AND COACHES: LEADING GROWTH AND CHANGE CHAPTER ELEVEN   (same) Planning and Implementing Multi-Dimensional Professional Development                                 LEARNING GOALS                                                                                                                STANDARDS FOR READING PROFESSIONALS          VIGNETTE                                                                                                                              CREATING A PROFESSIONAL DEVELOPMENT PLAN (PDP)                                           PLANNING AND LEADING PROFESSIONAL DEVELOPMENT WORKSHOPS          BEYOND THE BOOK          REVISITING THE VIGNETTE                                                                                                POINTS TO REMEMBER                                                                                                       PORTFOLIO AND SELF-ASSESSMENT PROJECTS                                                             RECOMMENDED READINGS                                                                                               COMPANION WEBSITE RESOURCES   CHAPTER TWELVE formerly Ch. 13 Moving the Field Forward as Leaders, Researchers, and Advocates                                           LEARNING GOALS                                                                                                                STANDARDS FOR READING PROFESSIONALS: READING SPECIALISTS/LITERACY COACHES                     VIGNETTE                                                                                                                              CONTINUING THE PROFESSIONAL JOURNEY                                                                  INVOLVEMENT IN PROFESSIONAL ORGANIZATIONS                                                    WRITING SUCCESSFUL GRANT PROPOSALS                                                                    ROLE OF THE READING SPECIALIST/LITERACY COACH IN          SUPPORTING CLASSROOM RESEARCH                                                                             THE READING SPECIALIST AND LITERACY COACH AS LITERACY ADVOCATES                                                                                                      REVISITING THE VIGNETTE          ADULT LITERACY AND FAMILY LITERCY          BEYOND THE BOOK          POINTS TO REMEMBER                                                                                                       PORTFOLIO AND SELF-ASSESSMENT PROJECTS                                                             RECOMMENDED READINGS          COMPANION WEBSITE RESOURCES            APPENDIXES Appendix A                              Literacy History Prompts                                                           Appendix B                               Examples of Two Schools’ Vision Statements                            Appendix C                               Standards-Based Curriculum Framework                                   Appendix D                               Sample Needs Assessment Survey                                            Appendix E                                Sample Needs Assessment Summary                                        Appendix F                                Sample Two-Year Plan/Grid                                                       References                                                                                                                               Index

Reviews

“I would suggest this book to anyone who is a reading specialist or a member of a literacy team.  I see this text as being a great guidebook to creating, implementing, and maintaining a school-wide or district-wide literacy program.  After reading this book I have a new found appreciation for someone who has to work with so many different teaching styles and resources out there.” -Allie Smith, Wilshire Park, St. Anthony, MN   “The content of this text covers excellent topics to help reading specialists and literacy coaches understand their roles.” - Donna Schweitzer, Forwood Elementary School, Wilmington, DE

I would suggest this book to anyone who is a reading specialist or a member of a literacy team. I see this text as being a great guidebook to creating, implementing, and maintaining a school-wide or district-wide literacy program. After reading this book I have a new found appreciation for someone who has to work with so many different teaching styles and resources out there. -Allie Smith, Wilshire Park, St. Anthony, MN The content of this text covers excellent topics to help reading specialists and literacy coaches understand their roles. - Donna Schweitzer, Forwood Elementary School, Wilmington, DE

Author Information

MaryEllen Vogt, Ed.D., is Professor Emerita of Education at California State University, Long Beach. MaryEllen has been a classroom teacher, reading specialist, special education specialist, curriculum coordinator, and university teacher educator. She received her doctorate from the University of California, Berkeley, and is a co-author of fifteen books, including Reading Specialists and Literacy Coaches in the Real World (3rd ed., 2011) and the SIOP® book series. Her research interests include improving comprehension in the content areas, teacher change and development, and content literacy and language acquisition for English learners. She was inducted into the California Reading Hall of Fame, received her university’s Distinguished Faculty Teaching Award, and served as President of the International Reading Association in 2004–2005.   Brenda A. Shearer, Professor Emerita of Reading Education at the University of Wisconsin Oshkosh, has over 30 years of experience as a teacher, reading specialist, professor, and researcher in urban and rural Wisconsin. She received her doctorate in Curriculum and Instruction from the University of Minnesota and was named Outstanding Faculty Member in the College of Education at the University of Wisconsin - River Falls. Dr. Shearer is past president of the Wisconsin State Reading Association and maintains an active publication, presentation, and research agenda. Her scholarly works include numerous textbook chapters and articles in The Reading Teacher, Journal of Educational Psychology, Journal of Adolescent and Adult Literacy, NRC Yearbook, and other professional journals. Dr. Shearer's interests focus on the changing roles of reading professionals, adolescent literacy, and effective literacy intervention programs and practices. She lives in the Blue Ridge Mountains of Western North Carolina with her husband, Michael.

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