English Language Arts HQTL Annotated Bibliography Adler, M. & Rougle, E. (2005). Building literacy through classroom discussion.

New York, NY: Scholast c, !"c. Using practical examples, this resource features dialogic instruction as a means of developing critical middle school readers and writers. The book is divided into three sections, each focusing on a different aspect of implementing dialogic instruction: beginning discussion techniques and discourse rules, sustaining discussion for higher order thinking, and extending discussions over time. A "sworth, #. & $ egut, %. (200&). !ommon formative assessments: "ow to connect standards based instruction and assessment. 'housa"d (aks, )A: )orw " *ress. This book presents a model for comprehensive instruction and assessment. #t serves as a guide in using common formative assessments in instruction and other assessment practices to improve instruction and student learning. Alle", +. (,--5). #t$s never too late: %eading adolescents to lifelong literacy. *orts.outh, N/: /e "e.a"". The author describes her year as teacher researcher in a high school &nglish classroom of reluctant readers. Throughout the book, she gives details about the classroom environment, instructional approaches, student engagement, and the transformation of her students. Al.as , +. (2000). Teaching strategic processes in reading. New York, NY: 1u l2ord *ress. To support text comprehension, the author explains the various aspects of strategic process instruction. !hapter one defines strategic processes, and chapters three through six provide information about comprehension of struggling and non struggling students, word recognition, and effective environments that support student development of strategic processing skills. Al.as , +. & 1a.3rell, #. (,--4). )o"2l ct dur "g a classroo. d scuss o" ca" 3e a good th "g. !" *aratore, +. & Mc)or.ack, R. (Eds.), 'eer talk in the classroom: %earning from research (55. ,006,55). Newark, %elaware: !"ter"at o"al Read "g Assoc at o" #n chapter seven of this book, the author describes research studies and findings on the nature of classroom peer talk and its effects on student literacy development. #t specifically addresses cognitive conflict as part of classroom discussion. A"drade, /. (2007). Sel26assess.e"t through ru3r cs. &ducational %eadership, ()(8), &06&0. *or quality student learning, this article describes the use of rubrics as a formative self assessment. The author points out the differences between self evaluation and self assessment. A55le3ee, A., #a"ger, +., N9stra"d, M., & 1a.ora", A. (2000). % scuss o"63ased a55roaches to de:elo5 "g u"dersta"d "g: )lassroo. "struct o" & stude"t 5er2or.a"ce " . ddle & h gh school E"gl sh, +merican &ducational ,esearch -ournal, ./(0), &756400. 0escribing the findings of their study, the authors of this 1ournal article examine the relationship between discussion based approaches and student literacy performance in sixty four middle and high school &nglish classrooms. ,esults indicated that classroom

emphases on both discussion based approaches and high academic demands were associated with greater student knowledge, skill, and independence in performing challenging tasks. ;a le9, A. & /er tage, M. (2007). *ormative assessment for %iteracy 2grades 3 (4: Building reading and academic language skills across the curriculum. 'housa"ds (aks, )A: )orw " *ress. This resource describes how to use formative assessment within literacy instruction. !hapter three describes formative assessment as a continuous and integrated process, and chapter five presents reading comprehension formative assessment strategies. The remaining book chapters describe other aspects of formative assessment such as assessing reading through writing and school wide formative assessment. ; a"carosa, 1. & S"ow, ). E. (200&). ,eading next + vision for action and research in middle and high school literacy: + report to !arnegie !orporation of 5ew 6ork. (2"d ed.), <ash "gto", %): All a"ce 2or E=celle"t Educat o". Retr e:ed 2ro. htt5:>>www.all8ed.org>2 les>Read "gNe=t.5d2. + call for action, this document describes 7) key elements consisting of instructional and infrastructural improvements that research suggests should be included in an effective literacy program. The authors identify three of the key elements that are critical to producing significant improvements for struggling adolescent readers and writers. ;lack, *. & < ll a., %. (,--7). !"s de the 3lack 3o=: Ra s "g sta"dards through classroo. assess.e"t. 'hi 0elta 3appan, 8/(2), ,0-6,87. #nformed by their review of research literature, the authors of this article focus on formative assessment as an essential part of effective teaching. They describe their findings and present four implementation strategies for strengthening formative assessment practices. ;lake Ya"ce9, ?. (,--2). 'ortfolios in the writing classroom. @r3a"a, !#: N)'E. &ach written by a different author, the book$s ten chapters focus on what teachers and adolescent students learn from their writing and use of portfolios. They describe various writing portfolio topics such as the teacher$s role, system guidelines, implementation, cross grade communications at the secondary level, and student self reflection. ;lock, ).). & *arr s, S. (2007). !omprehension instruction: ,esearch based best practices. New York, NY: 1u l2ord *ress. 9ritten by different leading researchers, each chapter in this book focuses on a specific aspect of reading comprehension and includes information about the research base, research findings, and instructional implications. 0ivided into five sections, the book addresses various topics, including research findings since the publication of the 5ational ,eading 'anel ,eport, differentiation, metacognition, and use of technology and writing in comprehension instruction. ;lock, ). )., Rodgers, #., & +oh"so", R. (2008). !omprehension process instruction: !reating reading success in grades 3 :. New York, NY: 1u l2ord *ress.

This teacher resource provides research based methods of comprehension instruction and assessment that promote higher order thinking for elementary students. The book$s ten chapters describe the principles and techniques of !omprehension 'rocessing #nstruction 2!'#4. !hapter ten focuses on eleven effective assessment models. ;oard.a", A.1., Ro3erts, 1., $augh", S., <e=ler, +., Murra9, ).S., & ?osa"o: ch, M. (2007). &ffective instruction for adolescent struggling readers: + practice brief. *orts.outh, N/: RM) Research )or5orat o", )e"ter o" !"struct o". Based on research, this document provides a comprehensive overview of best intervention practices for adolescent struggling readers. #t reports effective instructional practices associated with student improvement in word study, fluency, vocabulary, comprehension, and motivation. ;rookhart, S. (2007). Aeed3ack that 2 ts. &ducational %eadership, ()(8), 5865-. This article focuses on the nature and value of feedback as part of formative assessment. 'roviding several examples, the author presents some guidelines and guiding questions for teachers in planning quality student feedback. ;rookhart, S. (2007). "ow to give feedback to your students. Ale=a"dr a, $A: Assoc at o" 2or Su5er: s o" a"d )urr culu. %e:elo5.e"t. *or quality student learning, the author outlines basic principles informed by research for developing and providing effective feedback to students. &ach of the seven chapters provides an overview, descriptions, examples, and summary of the various types of feedback. ;row", M. (2004). Educat "g all stude"ts: )reat "g culturall9 res5o"s :e teachers, classroo.s, a"d schools. #ntervention in ;chool and !linic, ,(,), 546&2. This article presents research findings on culturally responsive instruction and ideas for working effectively with students from culturally and linguistically diverse backgrounds. #t describes cultural responsiveness in teacher preparation, teacher knowledge, and in school settings. )aldwell, +. (2004). !omprehension assessment: + classroom guide. New York, NY: 1u l2ord *ress. This book provides research based guidelines and methods for reading comprehension in the classroom. !hapters two through seven present numerous guidelines for effective assessment of word and text comprehension, including the use of dialogue and constructed response. The book$s remaining chapters focus on standardi<ed testing and comprehension as a reading component. )arl sle, +. (2004). Aoster "g .or5holog cal 5rocess "g, :oca3ular9 de:elo5.e"t, a"d read "g co.5rehe"s o". !" <ag"er, R., Muse, A., & 'a""e"3au., ?. (Eds.) =ocabulary acquisition: #mplications for reading comprehension (55. 476,004. New York, NY: 1u l2ord *ress. #n chapter five of this book, the author presents information on various approaches to vocabulary instruction focusing on morphological analysis of multi syllabic words. The remaining chapters provide research based information on vocabulary acquisition, the instructional elements of vocabulary, and research implications for understanding reading comprehension.

)e"ter o" !"struct o". (200&). 0esigning high quality professional development: Building a community of reading experts in elementary schools. RM) Research )or5orat o", *orts.outh, N/: Author. This document provides guidance in planning systematic professional development for reading as part of a cohesive program. #t includes a sample professional development planning framework and a checklist of key guiding questions. )ha55u s, S. & )ha55u s, +. (2007). 'he 3est :alue " 2or.at :e assess.e"t. &ducational %eadership, ()(8), ,86,7. This article describes the nature and value of formative assessment. 0efined as assessment for learning, formative assessment processes are compared to those of summative assessment, and the authors point out important subtle differences. )la9, M. (2005). %iteracy lessons designed for individuals: 'art one: 9hy> when> and how> *orts.outh, N/: /e "e.a"". The first in a set of two guides, this document presents an overview of the design, organi<ation, and management of the early intervention program, ,eading ,ecovery. ;upporting emergent literacy skills, it serves as a teacher training manual on managing and delivering one on one literacy lessons that scaffold emergent readers toward independence. )la9, M. (2005). %iteracy lessons designed for individuals: 'art two: Teaching procedures. *orts.outh, N/: /e "e.a"". 0esigned to promote the development of emergent literacy skills, this resource is the second in a set of instructional guides for an early intervention program, ,eading ,ecovery. #t serves as a teacher training manual on instructional procedures for scaffolding emergent readers over the various stages of development. )o ro, +. & %o3ler, E. (2004). E=5lor "g the o"l "e read "g co.5rehe"s o" strateg es used 39 s =th6grade sk lled readers to search 2or a"d locate "2or.at o" o" the !"ter"et. ,eading ,esearch ?uarterly, .@(2), 2,86254. #n this research article, the authors report their research findings about the online reading and comprehension of skilled sixth grade readers. They identify the online reading processes that students used to search, navigate, and comprehend nonlinear open digital text environments. %a" els, /. & Be.el.a", S. (2008). ;ub1ects matter: &very teacher$s guide to content area reading. *orts.outh, N/: /e "e.a"". The authors provide information on various literacy and cognitive strategies for use in middle and high school content area classrooms. The book presents several tools and strategies to support comprehension and inquiry skills of struggling and non struggling readers. %u229, 1. (200-). &xplaining reading: + resource for teaching concepts, skills, and strategies. New York, New York: 1u l2ord *ress. #nformed by research, this author describes explicit instruction and addresses explicit teaching of reading skills and strategies in vocabulary, comprehension, word recognition,

and fluency. 'art one of the book provides an overview of explaining while part two presents examples that illustrate explicit delivery of specific reading content. %owhower, S. #. (,---). Su55ort "g a strateg c sta"ce " the classroo.: A co.5rehe"s o" 2ra.ework 2or hel5 "g teachers hel5 stude"ts to 3e strateg c. The ,eading Teacher, )@(4), &426&77. This article describes the elements, rationale, and use of the comprehension strategy framework. #t describes five comprehension techniques that align with the framework. +s an illustration, the article presents a scenario consisting of the three phases of a lesson 2pre reading, active reading, post reading4. E5ste ", M., Atk "s, M., )ull "a", %., ?utash, ?., & <ea:er, R. (2007). ,educing behavior problems in the elementary school classroom: + practice guide (N)EE C200760,2). <ash "gto", %): Nat o"al )e"ter 2or Educat o" E:aluat o" a"d Reg o"al Ass sta"ce, !"st tute o2 Educat o" Sc e"ces, @.S. %e5art.e"t o2 Educat o". Retr e:ed 2ro. htt5:>> es.ed.go:>"cee>wwc>5u3l cat o"s>5ract cegu des. +s guidance for elementary school and district educators, this document provides five research based recommendations and strategies for developing and implementing effective prevention and intervention strategies that promote positive learning environments and student behaviors. *or each recommendation, the description includes information about the quality of research evidence, how to carry out the recommendation, and potential roadblocks with solutions. E:a"s, ?. (,--4). E=5lor "g the co.5le= t es o2 5eer6led l terature d scuss o"s: 'he "2lue"ce o2 ge"der. !" *aratore, +. & Mc)or.ack, R. (Eds.), 'eer talk in the classroom: %earning from research (55.,5&6,40). Newark, %elaware: !"ter"at o"al Read "g Assoc at o". #n chapter eight of this book, the author describes research studies and findings on the nature of classroom peer talk and its effects on student literacy development. #t specifically focuses on the influences of gender on peer led literature discussions. 1erste", R. & ;aker, S. (200,). 'each "g e=5ress :e wr t "g to stude"ts w th lear" "g d sa3 l t es: A .eta6a"al9s s. The &lementary ;chool -ournal, 7/7(0), 25,6242. !omprised of thirteen research studies, this meta analysis focused on expressive writing interventions for students with learning disabilities. *indings identified three components of explicit expressive writing instruction that are critical to comprehension instruction. 1raha., S. & *er ", %. (2004). 9riting next: &ffective strategies to improve writing of adolescents in middle and high schools + report to !arnegie !orporation of 5ew 6ork. <ash "gto", %): All a"ce 2or E=celle"t Educat o". #nformed by research review, this report describes eleven instructional elements of effective adolescent writing instruction and includes guidelines for implementation. Using examples, it presents several research based instructional techniques to support student writing development in grades four through twelve. The appendix contains information about each of the studies used in their meta analysis. 1uske9, '. (2000). /ow classroo. assess.e"ts .5ro:e lear" "g. &ducational %eadership. (/(0), &6,,.

This article clarifies the purpose of classroom assessment in the instructional process. #t explains the role of the corrective process in response to assessment results. D 1uthr e, +. & /u.e" ck, N. (2008). Mot :at "g stude"ts to read: E: de"ce 2or classroo. 5ract ces that "crease read "g .ot :at o" a"d ach e:e.e"t. !" *egg9 Mc)ardle a"d $ "ta )hha3ra (Eds.), The voice of evidence in reading research (55. 02-6050). ;alt .ore, M%: ;rookes *u3l sh "g. +s leading researchers, the authors of chapter fourteen report their analysis and findings of a literature review, identifying four influential factors of student motivation. They present teacher guidelines for increasing student reading motivation in the classroom. 0ivided into four sections, the remainder of the book clarifies various aspects of scientific reading research on the ma1or reading components, classroom issues such as reading interventions, and the impact of reading research of educational policy. /ar:e9, S. & 1oud: s, A. (2004). ;trategies that work: Teaching comprehension for understanding and engagement. *ortla"d, ME: Ste"house *u3l shers. This book describes comprehension strategies and lessons that promote increased student comprehension in 3 7@ classrooms. The information presents a variety of strategies, including those for student self monitoring, expository text reading, questioning, synthesi<ing, and inferencing. /a. lto", #., /al:erso", R., +ackso", S., Ma"d "ach, E., Su5o: tE, +., & <a9.a", +. (200-).
Using student achievement data to support instructional decision making (N)EE 200-680&4). <ash "gto", %): Nat o"al )e"ter 2or Educat o" E:aluat o" a"d Reg o"al Ass sta"ce, !"st tute o2 Educat o" Sc e"ces, @.S. %e5art.e"t o2 Educat o". Retr e:ed 2ro.

htt5:>> es.ed.go:>"cee>wwc>5d2>5ract cegu des>ddd.F5gF0-2-0-.5d2 To support instructional decision making, this document describes a framework for using student achievement data that is accompanied by five research based recommendations to foster effective data use. &ach recommendation describes the quality of evidence, action steps for implementation, how to carry out the recommendation, potential obstacles, and solutions. / llocks, 1. (,--5). Teaching writing as reflective practice. New York: 'eachers )ollege *ress. #n chapter two of this book, the author focuses on basic principles of effective writing instruction. The information focuses on reflective thinking about the teaching of writing, reflective thinking about assessment results, and interactive teaching. /uot, ;. & (GNe l, *. (200-). +ssessing writing. ;osto", MA: ;ed2ord>St. Mart "Gs. 0ivided into three sections, this book is a collection of articles that focuses on writing assessment foundations, models, and issues. %argely related to higher education contexts, each of the twenty four chapters addresses a different aspect of writing assessment such as its history, reliability and validity of measures, and culture and gender. ?a. l, M.#., ;or.a", 1.%., %ole, +., ?ral, ).)., Sal "ger, '., & 'orgese", +. (2007). #mproving adolescent literacy: &ffective classroom and intervention practices: + practice guide (N)EE C200768024). <ash "gto", %.).: Nat o"al )e"ter 2or Educat o" E:aluat o" a"d Reg o"al

Ass sta"ce, !"st tute o2 Educat o" Sc e"ces, @.S. %e5art.e"t o2 Educat o". Retr e:ed 2ro. htt5:>> es.ed.go:>"cee>wwc>5d2>5ract cegu des>adl tF5gF072&07.5d2 This guide presents five evidence based recommendations for educator use to improve student literacy performance at the intermediate, middle, and high school levels. *or each recommendation, the description includes specific information about the quality of research evidence, how to carry out the recommendation, and potential roadblocks with solutions. ?a"e, S. (2004). %iteracy and learning in the content areas. Scottsdale, AB: /olco.3 /athawa9, *u3l shers, !"c. This resource describes various instructional practices that promote student literacy development in content area classrooms. The information addresses such topics as metacognition and critical thinking, vocabulary development, and content area writing. &ach chapter includes book lists, book talks, reflective exercises, and information to guide the reader on reading and action research. ? st, <. (2005). 5ew literacies in action: Teaching and learning in multiple media. New York, NY: 'eachers )ollege *ress. Two chapters of this book describe the instructional uses and student development of new literacies in high school classrooms. !hapter two describes student use of new literacies in an urban pro1ect based interdisciplinary classroom, and chapter seven focuses on student use of multi literacy skills in an &nglish classroom as part of research study. ?oga, N. & /all, '. (2008). !urriculum modification. <ake2 eld, MA: Nat o"al )e"ter o" Access "g the 1e"eral )urr culu.. Retr e:ed ,0>24>0- 2ro. htt5:>>www.cast.org>5u3l cat o"s>"cac>"cacFcurr culu..od.ht.l Using studies published from 7A8A @//., this literature review identifies the components of curriculum modifications in the general education classroom. #t presents component factors and their impact on student learning and behavior. ?osa"o: ch, M. #., <e "ste ", )., & 1old.a", E. (200-). Using student center activities to differentiate reading instruction: + guide for teachers. *orts.outh, N/: RM) Research )or5orat o", )e"ter o" !"struct o". + guide for technical assistance providers, this document presents information about a suite of 3 ) student centers and their use. #t describes the research base and a brief overview of the design, implementation, and management of the activities that focus on each of the ma1or reading components 2phonemic awareness, phonics, fluency, vocabulary, comprehension4. #a33o, #. %. (2000). ,2 th "gs 9ou"g ch ldre" ca" do w th a talk "g 3ook " a classroo. co.5uter ce"ter. The ,eading Teacher, ):(4), 582658&. To support student interaction and print based literacy development, this article presents twelve suggestions for using !0 ,BC talking books in classroom computer centers. These suggestions include interactive activities that focus on fluency, comprehension, metacognition, and various aspects of words. #a"ger, +. (2002). &ffective literacy instruction: Building successful reading and writing programs. @r3a"a, !#: Nat o"al )ou"c l o2 'eachers o2 E"gl sh.

+s a researcher involved in the pro1ect, the author provides details about a five year study from the !enter on &nglish %earning and +chievement 2!&%+4 that focused on high literacy in twenty five Dbeat the oddsE schools in five states. The book describes the study, presents research findings, and furnishes an in depth look at the characteristics of effective teachers and programs in the participating schools. # "de.a"", E. (200,). + rhetoric for writing teachers. New York, NY: (=2ord @" :ers t9 *ress. This book focuses on the theory and practice of writing and writing instruction. #t describes the features of writing elements, instructional techniques for various stages of the writing process, the process of communication, the practice of rhetoric, and the role of language in composition. MacArthur, )., Aerrett , R., (kolo, )., & )a:al er, A. (200,). A55l cat o"s 2or stude"ts w th l terac9 5ro3le.s: A cr t cal re: ew. &lementary ;chool -ournal, 7/7(0), 240600,. ,eporting results of a literature review, this article focused on the uses and effects of technology upon student literacy development. The research studies focused on technology use with different student populations and age ranges for different purposes, including word identification, text comprehension, and writing. *indings suggest that a positive impact of technology use on student learning is dependent upon an effective combination of several factors. Marshall, ;. (2008). 1oals or hor Eo"s H the co"u"dru. o2 5rogress o" " E"gl sh: (r a 5oss 3le wa9 o2 u"dersta"d "g 2or.at :e assess.e"t " E"gl sh. !urriculum -ournal, 7)(2), ,0,6,,0. Using the principles of formative assessment, the author contrasts two different assessment approaches to &nglish education: a fixed goal model and a flexible goal model. *or more effective scaffolding of student understanding in the &nglish learning progressions, the author emphasi<es using formative assessment information to intervene and provide student feedback in student apprenticeships. MarEa"o, R. (2008). Building background knowledge for academic achievement: ,esearch on what works in schools. Ale=a"dr a, $A: Assoc at o" 2or Su5er: s o" a"d )urr culu. %e:elo5.e"t. This book presents research based recommendations and processes for building student background vocabulary knowledge. #t describes both direct and indirect approaches to vocabulary development that increases student interaction and scaffolding in grades 3 7@. MarEa"o, R., * cker "g, %., & *ollock, +. (200,). !lassroom instruction that works. Ale=a"dr a, $A: Assoc at o" 2or Su5er: s o" a"d )urr culu. %e:elo5.e"t. This resource describes results from a meta analysis and the subsequent research based strategies for increasing student achievement. The book presents nine categories of effective instructional strategies as well as specific applications of the instructional strategies. Mc)ardle, *., )hha3ra, $., & ?a5 "us, ;. (200&). ,eading research in action: + teacher$s guide for student success. New York, NY: 1u l2ord *ress.

This resource defines rigorous research and synthesi<es the results of several significant research documents. #t provides information on various instructional techniques, real life scenarios, research on the ma1or reading components 2phonemic awareness, phonics, fluency, vocabulary, comprehension4 as well as the spelling and writing components. MeltEer, +., )ook S. th, N., & )lark, /. (2000). +dolescent literacy resources: %inking research and practice. South /a.5to", N/: )e"ter 2or Resource Ma"age.e"t, !"c. !onsisting of four components, the document$s +dolescent %iteracy ;upport *ramework addresses research based best practices in secondary content area classroom instruction. The framework components focus on student motivation to read and write, research based literacy strategies, integrated reading and writing across the curriculum, and sustained leadership and literacy structures. 0ivided into four sections, the document describes one framework component per section and is a compendium of resources with annotated research reviews. Merkle9, %. & +e22er es, %. (200,). 1u del "es 2or .5le.e"t "g a gra5h c orga" Eer. The ,eading Teacher, ).(8), 0506054. To increase the quality of classroom instruction, this article describes five research based attributes of effective graphic organi<er implementations. #t provides an overview of the research base, a list of guidelines for constructing and implementing graphic organi<ers, and an example of a pre reading implementation. Nat o"al ;oard 2or *ro2ess o"al 'each "g Sta"dards. (2002). &arly and middle childhood literacy: ,eading language arts standards. Arl "gto", $A: Author. Retr e:ed 2ro. http:FFwww.nbpts.orgFuserfilesF*ileFemcGlrlaGstandards.pdf. +ddressing all strands of &nglish %anguage +rts, this document includes fifteen standards with descriptions of quality learning environments, teacher knowledge, and instruction at the elementary and intermediate levels. #t also addresses teacher professional development and community collaboration. Nat o"al ;oard 2or *ro2ess o"al 'each "g Sta"dards. (2000). +dolescence and young adulthood: &nglish language arts standards. (2"d ed.), Arl "gto", $A: Author. Retr e:ed 2ro. http:FFwww.nbpts.orgFuserfilesF*ileFayaGelaGstandards.pdf. This document contains sixteen standards that address all strands of &nglish %anguage +rts at the middle and high school levels. &ach standard describes the characteristics of quality adolescent learning environments, teacher knowledge, and instruction. #t also addresses teacher professional development and community collaboration. (cEkus, #. (2000). ,eciprocal teaching at work: ;trategies for improving reading comprehension. Newark, %E: !"ter"at o"al Read "g Assoc at o". To improve student reading comprehension, this book serves as an implementation guide for using research based reciprocal teaching in various classroom contexts. The book$s four chapters present a framework, instructional guidelines, and tools for reciprocal teaching in whole group, small teacher led reading groups, and literature circles. *ashler, /., ;a ", *., ;ottge, ;., 1raesser, A., ?oed "ger, ?., Mc%a" el, M., a"d Metcal2e, +. (2004). Brgani<ing instruction and study to improve student learning 25!&, @//H @//.4.

<ash "gto", %): Nat o"al )e"ter 2or Educat o" Research, !"st tute o2 Educat o" Sc e"ces, @.S. %e5art.e"t o2 Educat o". Retr e:ed 2ro. htt5:>>"cer.ed.go:. *or faster student learning across sub1ect areas, this document provides seven research based recommendations about organi<ing instructional time and supporting elementary, middle, and high school students in structuring their use of study time. &ach recommendation describes the quality of research evidence, how to carry out the recommendation, and potential roadblocks with solutions. *a9"e, R. (,--&). + *ramework for understanding poverty. / ghla"ds, 'I: AhaJ *rocess, !"c. +s an educator guide in working with students and parents from poverty, this book provides information on the impact of economic status upon student achievement. !hapter two describes the impact of student language registers and discourse patterns on their literacy achievement, and chapter eight describes systematic, routine literacy instruction using various tools, strategies, and methods. *h ll 5s, M.(2005). !reating a culture of literacy: + guide for middle and high school principals. Resto": $A: Nat o"al Assoc at o" o2 Seco"dar9 School *r "c 5als. This principal resource supports the implementation and use of research based literacy practices in middle and high schools. #t provides information, strategies, and templates for action planning to create a supportive school wide literacy environment and a well defined literacy plan that improves the literacy abilities of all students. *laut, S. (200-). The right to literacy in secondary schools: !reating a culture of thinking. Newark, %E: !"ter"at o"al Read "g Assoc at o". This book describes a theoretical framework and presents specific literacy practices for secondary classrooms across the various content areas. !hapter two describes instructional practices for building effective student use of metacognition in peer talk and classroom discussions, impacting student ability to evaluate, critique, and interpret text. Ra5hael, '., ;rock, )., & <allace, S. (,--4). E"courag "g Kual t9 5eer talk w th d :erse stude"ts " .a "strea. classroo.s: #ear" "g 2ro. a"d w th teachers. !" *aratore, +. & Mc)or.ack, R. (Eds.), 'eer talk in the classroom: %earning from research (55.,4&620&). Newark, %elaware: !"ter"at o"al Read "g Assoc at o". #n chapter nine of this book, the author describes research studies and findings on the nature of classroom peer talk and its effects on student literacy development. #t specifically addresses peer talk experiences with diverse students in small group settings. Ra5hael, '. / gh2 eld, ?., & Au, ?. (200&). ?+, now: ?uestion answer relationships. New York, NY: Scholast c, !"c. *or use across content areas, this book presents the ?uestion +nswer ,esponse 2?+,4 model as a way of organi<ing instruction to increase vocabulary and conceptual understandings. Using extensive discussion, the model consists of a six step process from explicit delivery of instruction to self evaluation and goal setting. R chardso", +. (2000). ,ead it aloud. Newark, %elaware: !"ter"at o"al Read "g Assoc at o". Two chapters in this book provide information on the importance of and preparation for read alouds. !hapter one gives an overview, addressing the purpose of teacher read

aloud, and chapter five focuses on the process of selecting diverse texts from different genre for use in read alouds. R ss.a", #.M., M ller, %./., & 'orgese", +.?. (200-). +dolescent literacy walk through for principals: + guide for instructional leaders. *orts.outh, N/: RM) Research )or5orat o", )e"ter o" !"struct o". +s a tool for principals, this guide supports more effective monitoring of literacy instruction in .th and )th grade classrooms, middle and high school content area courses, and adolescent intervention. #t describes the design of the principal walk through templates and presents research based instructional practices using classroom examples and walk through templates. Rout.a", R. (2000). !onversations: ;trategies for teaching, learning, and evaluating. *orts.outh, N/: /e "e.a"". This teacher resource contains fifteen chapters of information on all aspects of &nglish %anguage +rts at the elementary level, including some references to adolescent contexts. The book provides descriptions and examples of instructional planning and methods for reading and writing. #t also presents student work samples and an appendix of annotated professional resources for each chapter. Schoe"3ach, R., 1ree"lea2, )., )E ko, )., & /urw tE, #. (,---). ,eading for understanding: + guide to improving reading in middle and high school classrooms. Sa" Ara"c sco, )A: +oh" < le9 & So"s, !"c. +s an academic literacy guidebook, this resource provides information on literacy apprenticeship in content area classrooms to improve student literacy skills across the middle and high school curriculum. 0ivided into three sections, the book presents a reading apprenticeship framework in part one, literacy strategies and tools in part two, and information on professional development and school wide programs in part three. Sch.oker, M. (200&). ,esults now: "ow we can achieve unprecedented improvements in teaching and learning Ale=a"dr a, $A: Assoc at o" 2or Su5er: s o" a"d )urr culu. %e:elo5.e"t. This book presents recommended practices that influence students$ critical thinking achievement. 0ivided into three sections, the book addresses literacy education in section two and provides literacy instructional tools in the appendix. SchwartE, R. (,--4). Sel26.o" tor "g " 3eg "" "g read "g. The ,eading Teacher, )7(,), 80687. This article presents information on fostering student development of self monitoring and searching behaviors in elementary students. Bffering specific examples, it describes different processing strategies, processing cues, and ideas to support struggling students. Sha"aha", '. & Sha"aha", S. (,--4). )haracter 5ers5ect :e chart "g: /el5 "g ch ldre" to de:elo5 a .ore co.5lete co"ce5t o" o2 stor9. The ,eading Teacher, )/(7), &&76&44. *or use at the elementary and intermediate levels, this article describes the development, strategy use, and learning benefits of character perspective charts 2!'!4. This technique was field tested by the authors and designed to promote deeper student analysis of text and independent interpretation of multiple perspectives.

Sha"aha", '. & Sha"aha", ). (2007). 'each "g d sc 5l "ar9 l terac9 to adolesce"ts: Reth "k "g co"te"t6area l terac9. The "arvard &ducational ,eview, H8(,), 55 8065-. The authors describe their study investigating high school content literacy skills and reading strategies for use in teacher preparation programs. The preliminary results indicate a need to reconsider basic guidelines of content area literacy for high school students and in teacher preparation programs. Stahl, S. (,---). =ocabulary development. )a.3r dge, MA: ;rookl "e ;ooks. +s =olume @ in the ,eading ,esearch to 'ractice series, this book presents research based information on vocabulary acquisition and instruction. !hapter five of this book informs readers about word and concept building techniques and provides some examples. The remaining chapters focus on vocabulary research studies and findings that impact other aspects of vocabulary instruction such as word meaning. Stro"g, R., S l:er, /., & *er " , M. (200-). Teaching what matters most: ;tandards and strategies for raising student achievement. Ale=a"dr a, $A: Assoc at o" 2or Su5er: s o" a"d )urr culu. %e:elo5.e"t. To promote responsible student education, this book presents four curriculum standards: rigor, thought, diversity, and authenticity. 9ith literacy information embedded, it contains several tools and school examples of teachers and administrators working toward the standards$ goals. Stro"g, R., S l:er, /., *er " , M., & 'uculescu, 1. (2002). ,eading for academic success. 'housa"d (aks: )orw " *ress. +ppropriate for secondary students with a range of reading abilities, this book contains a collection of instructional strategies for increasing student conceptual knowledge and text comprehension. #t includes seven chapters that address such topics as vocabulary, questioning, the reading writing connection, and content area reading. Sweet, A. *. & S"ow, ).E. (2000). ,ethinking reading comprehension. New York, NY: 1u l2ord *ress. Building upon the work of the ,+50 ,eading ;tudy Iroup, the authors address key reading comprehension issues, research findings, and instructional strategies for meeting student reading needs. 9ritten by leading reading researchers, each chapter focuses on a specific topic such as student reading variability, text coherence, electronic texts, and three instructional approaches: reciprocal teaching, questioning the author, and collaborative reasoning. 'atu., A. (2005). Teaching reading to black adolescent males. *ortla"d, ME: Ste"house *u3l sh "g. The author presents a framework for reconceptuali<ing and strengthening the relationship between literacy and black males. The book$s eleven chapters touch on a range of literacy topics, including culturally responsive literacy teaching, text discussions, instructional strategies, and professional development communities.

'o.l "so", ). (200,). "ow to differentiate instruction in mixed ability classrooms. Ale=a"dr a: Assoc at o" 2or Su5er: s o" a"d )urr culu. %e:elo5.e"t. 'roviding teacher guidance, this book describes the value, characteristics, strategies, and tools for planning and delivering differentiated instruction in diverse classrooms. #t addresses various aspects of assessment, including use of results for differentiated planning and student self evaluation. 'o.l "so", ).A. (2007). #ear" "g to lo:e assess.e"t. &ducational %eadership, ()(8), 76,0. To promote better teaching, the author describes ten guidelines of assessment for learning in the classroom. The article clarifies the role and characteristics of effective assessment, feedback, the uses for different types of assessments, and student self efficacy and self monitoring. 'orgese", +.?., M ller, %./., R ss.a", #.M., %ecker, S.M., Ro3erts, 1., $augh", S., <e=ler, +., Ara"c s, %.+., R :era, M.(., & #esau=, N. (2004). +cademic literacy instruction for adolescents: + guidance document from the !enter on #nstruction. *orts.outh, N/: RM) Research )or5orat o", )e"ter o" !"struct o". This document focuses on the improvement of adolescent literacy instruction for students in grades . 7@. 0ivided into three sections, it provides research based recommendations for content area instruction, struggling readers, and &nglish language learners. 'orgese", +., /ousto" %., R ss.a", #., & ?osa"o: ch, ?. (2004). Teaching all students to read in elementary school: + guide for principals. *orts.outh, N/: RM) Research )or5orat o", )e"ter o" !"struct o". Based on scientific research, this guide supports principal efforts to improve the quality of reading instruction in elementary schools. #t presents information on the critical elements of an effective reading program, critical tasks for principals as literacy leaders, and special considerations for reading instruction after third grade. 'orgese", +., /ousto", %., & R ss.a", #. (2004). #mproving literacy instruction in middle and high schools: + guide for principals. *orts.outh, N/: RM) Research )or5orat o", )e"ter o" !"struct o". This document contains research based information on reading and reading instruction. #t includes studies of successful middle and high schools, principal interviews, recommendations for literacy improvement, and critical actions for meeting literacy goals. 'orgese", +. ?. (200&). #ntensive reading interventions for struggling readers in early elementary school: + principal$s guide. *orts.outh, N/: RM) Research )or5orat o", )e"ter o" !"struct o". #nformed by research, this resource presents guidelines for principals to consider as they strive to develop and implement an effective school level intervention program in grades 3 :. #t addresses several issues critical to intervention using a question answer format. 'orgese", +.?., & M ller, %./. (200-). +ssessments to guide adolescent literacy instruction. *orts.outh, N/: RM) Research )or5orat o", )e"ter o" !"struct o". This document provides guidance on using assessment for learning to improve adolescent literacy instruction. This two part resource includes information about key elements of a

comprehensive assessment plan and presents examples and descriptions of the wide variety of assessments available for grades . 7@. @.S. %e5art.e"t o2 Educat o". (200-). ,eading framework for the @//A 5ational +ssessment of &ducational 'rogress. <ash "gto", %): Nat o"al Assess.e"t 1o:er" "g ;oard. +pplicable to elementary and secondary levels, this document presents the reading specifications for the @//A 5ational +ssessment of &ducational 'rogress 25+&'4 in reading. +s well as providing information on the literacy research base, it describes the conceptual base and reading content of the assessment. @.S. %e5art.e"t o2 Educat o". (20,,). 9riting framework for the @/77 5ational +ssessment of &ducational 'rogress. <ash "gto", %): Nat o"al Assess.e"t 1o:er" "g ;oard. This document describes the writing specifications for the @/77 5ational +ssessment of &ducational 'rogress 25+&'4 in writing at the elementary and secondary levels. #t presents information on the conceptual base, principles, and writing content of the assessment. <al5ole, S. & Mc?e""a, M. (2004). 0ifferentiated reading instruction: ;trategies for the primary grades. New York, NY: 1u l2ord *ress. The information in this book features a differentiation model that is developmental and driven by assessment. Using specific 3 : examples, it describes various aspects of differentiated planning, implementation, instructional strategies, use of assessments, and organi<ation. < gg "s, 1. & Mc' ghe, +. (2005).Understanding by design. Ale=a"dr a, $A: Assoc at o" 2or Su5er: s o" a"d )urr culu. %e:elo5.e"t. ;triving to ensure development of student understanding, this book presents a three stage Dbackward designE approach to 3 7( curricular and instructional planning. The approach focuses on curriculum, assessment, and instruction and consists of three stages, including using evidence based on assessment and planning for learning experiences. <ol2, M. & ;arE lla , M. (200-). 'he .5orta"ce o2 dee5 read "g. (200-). &ducational %eadership, (((&), 0,604. #n this article, the author highlights the importance of explicit instruction in deeper processing of both traditional texts and online digital resources. #t provides background information on the historical and cultural evolution of reading as well as describes online reading comprehension of digital texts. Yo55, R./. & Yo55, /.?. (2000). Shar "g "2or.at o"al te=t w th 9ou"g ch ldre". The ,eading Teacher, ):(5), 8,06820. The authors of this article focus on informational texts and their role in student learning. The article describes several strategies to incorporate informational texts into literacy programs, extending student interactions with text.