EDRD 7718
KENNESAW STATE UNIVERSITY
Bagwell College of Education
READING ENDORSEMENT
Spring 2008
I.
II.
COURSE NUMBER/SECTION: EDRD 7718
COURSE TITLE: Content Area Reading and Writing
INSTRUCTOR:
Name:
Office:
Office Phone:
E-mail:
III.
CLASS MEETING:
TBA
IV.
TEXT(S):
Vacca, R. T., & Vacca, J. A. (2008). Content area reading (9th ed.). Upper Saddle
River, NJ: Pearson.
*You will also need a content area textbook – You may use one that you teach with
or check one out of TRAC.
Additional Handouts, Readings and Related Material: Throughout the course you will
read additional articles from such sources as The Alan Review, The Hornbook,
English Journal, SIGNAL, The Reading Teacher, Content Area Reading, Reading
Online, and Reading Research Quarterly.)
V.
CATALOG DESCRIPTION:
An advanced study of the processes and problems of literacy instruction in content
area classrooms. This course explores components of the reading and writing
processes related to content area instruction including technical reading and writing,
prior knowledge, research-based strategies, supplemental texts, and methods of
grouping. Special emphasize is placed upon teaching struggling readers and/or
diverse learners. A field component is required.
EDRD 7718
VI.
PURPOSE/RATIONALE:
Mastery of reading skills is basic to successful learning in every school subject.
Teachers can further their training by adding an endorsement in reading to their
teaching certificates. Additionally, a reading endorsement will faciliate teacher
acquisition of skills and competencies needed to help students read and understand
content material; it will also aid teachers in identifying reading problems, providing
required interventions, and assisting all students in improving reading skills. A reading
endorsement will provide the incentive, as well as the opportunity, for teachers to
become effective reading teachers and will help them meet state mandates for highly
qualified teachers of reading.
The purpose of this course is to provide candidates with the knowledge and skills to
support the diverse literacy needs of students as they read to learn in the content
areas. This includes evaluating the textbook, choosing appropriate supplemental
reading, and providing students with strategies to make meaning from text. Further,
this course will help candidates plan instruction to meet the diverse needs of their
students. After taking this course, candidates will have a stronger understanding of the
reading process including the five dimensions of reading (e.g. phonics, phonemic
awareness, fluency, vocabulary, comprehension) and factors that affect reading and
writing (e.g. text, context).
Conceptual Framework
Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is
committed to developing expertise among candidates in initial and advanced programs
as teachers and leaders who possess the capability, intent and expertise to facilitate
high levels of learning in all of their students through effective, research-based
practices in classroom instruction, and who enhance the structures that support all
learning. To that end, the PTEU fosters the development of candidates as they
progress through stages of growth from novice to proficient to expert and leader.
Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must
embrace the notion that teaching and learning are entwined and that only through the
implementation of validated practices can all students construct meaning and reach
high levels of learning. In that way, candidates are facilitators of the teaching and
learning process. Finally, the PTEU recognizes, values and demonstrates collaborative
practices across the college and university and extends collaboration to the
community-at-large. Through this collaboration with professionals in the university, the
public and private schools, parents and other professional partners, the PTEU meets
the ultimate goal of assisting Georgia schools in bringing all students to high levels of
learning.
The graduates of advanced programs at Kennesaw State University, in addition to
being effective classroom teachers, also develop expertise as effective teacher leaders
who are self-directed, value a spirit of inquiry, and facilitate learning in all students;
they
1. Are committed to students and their learning.
2. Know the subjects they teach and how to teach those subjects to
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students.
3. Are responsible for managing and monitoring student learning.
4. Think systematically about their practice and learn from experience.
5. Are members of learning communities.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four
phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000).
Just as Sternberg (1996) believes that the concept of expertise is central to analyzing
the teaching-learning process, the teacher education faculty at KSU believes that the
concept of expertise is central to preparing effective classroom teachers and teacher
leaders. Researchers describe how during the continuum phases teachers progress
from being Novices learning to survive in classrooms toward becoming Experts who
have achieved elegance in their teaching. We, like Sternberg (1998), believe that
expertise is not an end-state but a process of continued development.
This course is designed for graduate candidates who are completing a program of
study leading to a reading endorsement. The knowledge base for this course is
reflected in the textual readings, references, objectives, assignments and in-class
activities. Program candidates will have an opportunity to demonstrate pedagogical
knowledge and skills related to student needs and motivation, various family and
community literacies and the process of active learning.
The professional learning facilitator:

Demonstrates the knowledge of content required to facilitate learning.

Demonstrates the knowledge of students needed to facilitate learning.

Demonstrates the knowledge of standards and best pedagogical practices to
facilitate learning.

Demonstrates skill in creating a facilitative learning environment.

Demonstrates skill in creating facilitative learning experiences.

Demonstrates professionalism.

Has students who are successful learners.
Use of Technology:
Technology Standards for Educators are required by the Professional Standards
Commission. Telecommunication and information technologies will be integrated
throughout the Reading Endorsement preparation program, and all candidates must
be able to use technology to improve student learning and meet IRA Reading
Standards. Candidates in this course will explore and use instructional media to assist
teaching. They will master productivity tools, such as multimedia facilities, local-net
and Internet, and feel confident to design multimedia instructional materials, and use
diagnostic software.
Diversity Statement:
A variety of materials and instructional strategies will be employed to meet the needs
of the different learning styles of diverse learners in class. Candidates will gain
knowledge as well as an understanding of differentiated strategies and curricula for
providing effective instruction and assessment within multicultural classrooms. One
element of course work is raising candidate awareness of critical multicultural issues.
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A second element is to cause candidates to explore how multiple attributes of
multicultural populations influence decisions in employing specific methods and
materials for every student. Among these attributes are age, disability, ethnicity,
family structure, gender, geographic region, giftedness, language, race, religion,
sexual orientation, and socioeconomic status. An emphasis on cognitive style
differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for
persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the
Americans with Disabilities Act of 1990. A number of services are available to support
students with disabilities within their academic program. In order to make
arrangements for special services, students must visit the Office of Disabled Student
Support Services (ext. 6443) and develop an individual assistance plan. In some
cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw
State University that address each of the multicultural variables outlined above.
VII.
COURSE GOALS/OBJECTIVES:
The Professional Teacher Education Unit (PTEU) prepares learning facilitators who
understand their disciplines and principles of pedagogy, who reflect on their practice,
and who apply these understandings to making instructional decisions that foster the
success of all learners.
Course Objectives:
1-Treats students equitably and provides equitable access to the full curriculum by
respecting individual differences and adjusting (or assisting teachers in adjusting)
practices accordingly.
2-Creates a safe, well-managed, challenging and inclusive learning environment that
supports student interests, reading abilities, and backgrounds.
3-Uses multiple methods, technologies, both print and non print resources, and
organizational arrangements (including various grouping options) to meet goals
articulated for individual students and the class as a whole.
4-Displays positive dispositions toward reading and teaching of reading by modeling
reading/writing as valued lifelong activities.
5-Continues to pursue development of professional knowledge and dispositions.
6- Possesses broad, current and specialized knowledge of reading (e.g., foundations
of the reading/writing process, major components of reading, reading research and
histories of reading and demonstrates this knowledge to colleagues, parents and
students.
7- Possesses strong pedagogical content knowledge and uses that knowledge to
create approaches to instructional challenges.
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8-Monitors student progress with a variety of formal and informal evaluation methods
and uses results to improve student learning.
9-Interprets student performance data, designs instruction accordingly, and
communicates results.
10-Collaborates with colleagues to observe, evaluate and provide feedback to one
another on daily practice.
11-Reflects upon daily practice, and draws upon experience and the professional
literature to research issues related to improving student learning.
The following grid aligns course objectives with NCATE, CPI, and IRA Professional
Reading Standards:
CPI Outcomes &
Proficiences
Course
Objective
s
(From
above)
Course Objectives/IRA
Standards
NCATE
1.1 Possesses
broad, current and
specialized
knowledge of
subject matter and
demonstrates this
knowledge to
colleagues, parents
and students.
6
1.3 Demonstrate knowledge
of language development and
reading acquisition and the
variations related to cultural
and linguistic diversity.
Standard Literacy
1:
Profile
Candidat
e
Knowled
ge, Skills
&
Dispositio
ns
1.4 Demonstrate knowledge
of the major components of
reading (phonemic
awareness, word
identification and phonics,
vocabulary and background
knowledge, fluency,
comprehension strategies,
and motivation) and how they
are integrated in fluent
reading.
5
Evidence
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1.3 Possesses
strong pedagogical
content knowledge
and uses that
knowledge to
create approaches
to instructional
challenges.
7
2.2 Use a wide range of
instructional practices,
approaches, and methods,
including technology-based
practices, for learners at
different stages of
development and from
differing cultural and linguistic
backgrounds.
1.5 Actualizes the
3
integration of
content, pedagogy
and interdisciplinary
understanding
through instruction
that is integrated,
elaborate and
deep.
1.6 Possesses an
interdisciplinary
understanding of
the curriculum and
its applications to
real life and
accurately
represents
understanding
through use of
multiple
explanations,
methods,
technologies,
and/or strategies.
1.2 Demonstrate knowledge
or reading research and
reading histories.
3&7
1.3 Demonstrate knowledge
of language development and
reading acquisition and the
variations related to cultural
and linguistic diversity.
2.2 Use a wide range of
instructional practices,
approaches, and methods,
including technology-based
practices, for learners at
different stages of
development and from
differing cultural and linguistic
backgrounds.
6
Standard Literacy
1:
Profile
Candidat
e
Knowled
ge, Skills
&
Dispositio
ns
Standard
1:
Literacy
Candidat Profile
e
Knowled
ge, Skills
&
Dispositio
ns
Standard Literacy
1:
Profile
Candidat
e
Knowled
ge, Skills
&
Dispositio
ns
EDRD 7718
2.1 Treats students
equitably and
provides equitable
access to the full
curriculum by
respecting
individual
differences and
adjusting (or
assisting teachers
in adjusting)
practices
accordingly.
1, 3 & 7
2.2 Use a wide range of
instructional practices,
approaches, and methods,
including technology-based
practices, for learners at
different stages of
development and from
differing cultural and linguistic
backgrounds.
Standard
1:
Literacy
Candidat Profile
e
Knowled
ge, Skills
&
Dispositio
ns
2.3 Use a wide range of
curriculum materials in
effective reading instruction
for learners at different
stages of reading and writing
development and from
differing cultural and linguistic
backgrounds.
3.2 Reflects regularly upon
dailty practice, and draws
upon experience and the
professional literature to
design and conduct research
aimed at improved student
achievement.
2.2 Uses
understanding of
human
development and
learning and uses
this understanding
to create enriching
educational
experiences and/or
environments for all
students.
1&2
1.1 Demonstrate knowledge
of psychological, sociological,
and linguistic foundations of
reading and writing processes
and instruction.
1.3 Demonstrate knowledge
of language development and
reading acquisition and the
variations related to cultural
and linguistic diversity.
2.1 Use instructional grouping
options (individual, smallgroup, whole-class, and
computer-based) as
appropriate for accomplishing
given purposes.
Standard
1:
Literacy
Candidat Profile
e
Knowled
ge, Skills
&
Dispositio
ns
Standard
4:
Diversity
4.1 Use students’ interests,
reading abilities and
backgrounds as foundations
for the reading and writing
program.
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EDRD 7718
2.3 Creates a safe,
well managed,
challenging and
inclusive learning
environment that
supports student
interests, abilities,
and backgrounds.
2
2.1 Use instructional grouping
options (individual, smallgroup, whole-class, and
computer-based) as
appropriate for accomplishing
given purposes.
4.1 Use students’ interests,
reading abilities and
backgrounds as foundations
for the reading and writing
program.
Standard
1:
Literacy
Candidat Profile
e
Knowled
ge, Skills
&
Dispositio
ns
4.4 Motivate learners to be
lifelong readers.
5.1 Display positive
dispositions related to reading
and the teaching of reading.
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EDRD 7718
2.4 Uses multiple
methods,
technologies,
resources, and
organizational
arrangements to
meet goals
articulated for
individual students,
class instruction
and the overall
school
improvement plan.
3&7
2.1 Use instructional grouping
options (individual, smallgroup, whole-class, and
computer-based) as
appropriate for accomplishing
given purposes.
2.2 Use a wide range of
instructional practices,
approaches, and methods,
including technology-based
practices, for learners at
different stages of
development and from
differing cultural and linguistic
backgrounds.
Standard
1:
Candidat
e
Knowled
ge, Skills
&
Dispositio
ns
Standard
4:
Diversity
2.3 Use a wide range of
curriculum materials in
effective reading instruction
for learners at different
stages of reading and writing
development and from
differing cultural and linguistic
backgrounds.
4.2 Use a large supply of
books, technology-based
information, and nonprint
materials representing
multiple levels, broad
interests, and cultural and
linguistic backgrounds.
3.2 Reflects,
regularly upon daily
practice, and draws
upon experience
and the
professional
literature to design
and conduct
research aimed at
improved student
achievement.
11
5.1 Display positive
Standard
dispositions related to reading 1:
and the teaching of reading.
Candidat
e
5.2 Continue to pursue the
Knowled
development of professional
ge, Skills
knowledge and dispositions.
&
Dispositio
ns
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EDRD 7718
3.5 Adheres to
professional ethical
standards while
reporting,
conducting and
publishing
research.
5
5.2 Continue to pursue the
development of professional
knowledge and dispositions.
Standard
1:
Candidat
e
Knowled
ge, Skills
&
Dispositio
ns
VIII. COURSE REQUIREMENTS/ASSIGNMENTS:
Content Area Writing Project (25%): Candidates will write a 2-3 page reflection on the use
of writing to learn in their current classrooms. After writing the reflection, candidates will read
widely in the area of content area writing and develop a plan for infusing content area writing
more effectively into their curriculum. The plan will include an explanation (4-5 narrative of
what changes you want to make and why) and supporting materials (activities/insturctional
ideas) that speak to your narrative. Candidates will present their research in class (15 min).
Pieces of this project may be used in the Literacy/Learner Profile. Technology such as
PowerPoint is required for the final presentation.
Thus, the project includes:
1) a 2-3 page reflective narrative
2) a 4-5 page explanation narrative
3) supporting materials
4) 15-min. PowerPoint presentation
Comprehension Toolkit Workshop (25%)
Candidates will work in groups to design a 60-min. professional workshop around a
comprehension skill (e.g., Tapping Prior Knowledge, Questioning, Clarifying and Monitoring
Reading, Visualizing, Predicting and Inferring, Summarizing and Synthesizing, evaluating,
generalizing, vocabulary). Groups will open their presentation with a brief (5-8 min.)
introduction to the skill—what is it; why do readers struggle with it, etc. The goal of the
workshop is to share with colleagues resources and instructional strategies that can be used
to teach this skill.
Literacy/Learner Profile (30%)
You will work with one student to tailor a reading/writing content unit to his/her special
needs. To develop this unit, you will need to examine this learner’s background, his/her
reading/writing history.
Based upon what you have learned about this student, develop a plan for effective reading
instruction that is couched in differentiated instruction and incorporates content reading/writing
strategies.
Section I: Learner Introduction
In 2-3 pages, describe the learner for which you are developing this plan—what
are his/her
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EDRD 7718
needs, interests and concerns? What issues/skills do you need to address and
why?
Section 2:
Reading for Information
1.
Create a unit of 3-4 lessons to teach the GPS and text of your choice. Make
certain that your unit addresses one big idea and clearly incorporates content
area reading strategies as well as differentiated strategies into each lesson.
2.
Identify the dimension(s) of reading that your lesson will address. Provide a
rationale from the research on your selection of the dimension and why you
think it is important for the student.
3.
Prepare your unit to clearly delineate the content and/or differentiated
strategies that you will use before, during and after instruction to support the
target student. Incorporate research-based strategies for teaching content,
based upon the students learning profile, attitudes toward reading, interests,
culture, and background. Write a strong rationale for selection of the strategies
and cite research.
4.
Prepare an annotated bibliography of ten informational trade books, essays,
etc. to support the learning of the content. (Note: This bibliography is of
supplemental reading materials for the student to provide the background
knowledge or extend the new knowledge of the student in this particular area.)
Write a brief rationale for how the selections support learning of the specific
content.
Section 3: Reading for Pleasure
This section of your project must include strategies for motivation and parent
strategies tailored to the student’s strengths, interests and needs.
1.
Create a set of intrinsic and extrinsic motivational strategies and write a strong,
research-based rationale for why these strategies will be successful for your
student. Be very clear about whether you would use these strategies before, during
or after
instruction.
2.
Select strategies for parents to use to encourage their child to read for
pleasure. Write a strong, research-based rationale for why these strategies will
be successful for your student and his/her parents.
3.
Prepare an annotated bibliography of ten graphic novels, novels, poems,
picture books, e-texts, etc. that you feel would be of interest to this student and
would motivate him/her to read for pleasure. Write a brief rationale to explain
your selection as well as the readability formula that you selected to use.
Section 4: Professionalism & Self-Evaluation
1.
Conduct a self-evaluation that includes the following:
A. Description of key learning, with examples.
B. Link evaluation to the CPI and IRA standards on your syllabus.
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EDRD 7718
C. Provide your point of view, personal assumptions, implications and
illustrations of how you will use this in the future.
2.
Points will be assigned for professionalism in creating and submitting this
project.
Online Discussions and In-Class Cooperative Learning. (20%): Throughout this course,
you will be asked to reflect on the readings and to post your reflections on the class WebCT
discussion board. This activity provides us with the opportunity to share thoughts and ideas
with each other, to learn from and about other’s perspectives, and to allow time for personal
reflection. The focuses of the prompts are designed to ensure that your attention is drawn to
key elements in the readings and to encourage reflection on aspects that I consider important
to your understanding of the content. Full credit is given to responses that incorporate
reflection, address all components of the prompt(s), and are posted by the assigned date.
(On-going Due Dates!)
EDRD 7718 is a collaborative course through which we will become a learning community that
continuously engages in cooperative learning and other forms of active intellectual work. We
will do a number of in-class activities based upon your readings and homework assignments.
You will be expected to participate through collaboration, questioning, listening, evaluating,
analyzing, verbalizing, and demonstrating. Many in-class activities will be awarded points
based on your participation and the group’s written, oral or visual response to the activity. If
you’re not able to participate in the activity due to not having read an assignment, not having
created a lesson/activity or not being in class, etc., you cannot receive the points.
IX. Evaluation and Grading:
Grading Scale:
90 – 100 A
80 – 89 B
70 – 79 C
73 - 78 D
Below 73 F
Late Work
I will accept late work. However, I do deduct points from all late work. No exceptions. I
consider work late if it is not handed in during the assigned class time. Each day an
assignment is late, the activity will receive a 25% grade reduction per day. (If an assignment is
due on Tuesday and you turn it in on Thursday, the assignment is two days late.) I do count
Saturday and Sunday. Should you turn in work on the day of class but after the class is over,
the work is one day late. I will consider incompletes for extenuating circumstances. I expect all
work to be turned in on time; being absent from class will not serve as an adequate reason for
failing to submit work in a timely manner or for being prepared for class.
Standards:
When submitting work, please remember the following:
-secure single sheets of paper—Do not dogear or turn in loose sheets
-type/word process all assignments (crisp, clear printout)
-no report covers or plastic sleeves
-along with your name, please include the date and course # on work
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EDRD 7718
All work should be edited well. Points will be deducted from all work that does not meet
professioinal standards. In some cases, I may return the work without a grade.
X. ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of
Conduct, as published in the Undergraduate and Graduate Catalogs. Section II of the
Student Code of Conduct addresses the University's policy on academic honesty, including
provisions regarding plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic work,malicious removal,
retention, or destruction of library materials, malicious/intentional misuse of computer facilities
and/or services, and misuse of student identification cards. Incidents of alleged academic
misconduct will be handled through the established procedures of the University Judiciary
Program, which includes either an "informal" resolution by a faculty member, resulting in a
grade adjustment, or a formal hearing procedure, which may subject a student to the Code of
Conduct's minimum one semester suspension requirement.
XI. ATTENDANCE POLICY:
The expectations for attending class are in accordance with the Undergraduate Catalogue. All
students are expected to attend classes in accordance with the scheduled time of the course.
Should you be absent, you are responsible for making up the work missed. In-class activities
may not be made up.
XII. COURSE OUTLINE:
What follows is a tentative schedule (subject to change with notice). I have indicated
the dates that readings from your text are due. I may also assign other readings which
are are not indicated in the reading schedule.
Week 1
Introduction/Syllabus
Reading Matters
How Smart Readers Think
From Struggling Readers to Striving Readers
Dimensions of Reading—Explicit instruction in Comprehension
Week 2
Problem with Textbooks—in-class text analysis
Text Structure
Content Area Writing
Week 3
Content Area Writing
Comprehension Toolkit: Questioning Workshop
Week 4
Content Area Writing
Culturally and Linguistically Diverse Learners
Comprehension Toolkit: Tapping Prior Knowledge Workshop
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Week 5
Assessing Students and Texts
Fluency & Automaticity
Children’s Literature in the Content Areas
Week 6
Developing Vocabulary and Concepts
Comprehension Toolkit: Clarifying and Monitoring
Children’s Literature in the Content Areas
Week 7
Activating Prior Knowledge & Interest
Comprehension Toolkit: Predicting & Inferring Workshop
YA Literature in the Content Areas
Week 8
Comprehension Toolkit: Visualizing Workshop
YA Literature in the Content Areas
Week 9
Differentiation Strategies
Cooperative Learning
Week 10
Comprehension Toolkit: Summarizing & Synthesizing Workshop
Differentiation Strategies
Cooperative Learning
Week 11
Bringing Students and Texts Together
Working Smart: Study Strategies and Guides
Week 12
Engaging Students in Reading--Motivation
Comprehension Toolkit: Vocabulary Workshop
Week 13
Learning with Trade Books
Learning with Electronic Texts
Week 14
Presentations
Week 15
Presentations
XIII. REFERENCES AND BIBLIOGRAPHY:
Allen, J. (1995). It’s never too late: Leading adolescents to lifelong literacy. Portsmouth, NH:
Heinemann.
Antinarella, J., & Salbu, K. (2003). Tried and true lessons, strategies, and activities for
teaching secondary English. Portsmouth, NH: Heinemann.
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Alvermann, D. E., & Phelps, S. F. (1998). Content reading and literacy (2nd ed.). Boston: Allyn
& Bacon.
Anaya, R. (1992). Censorship of neglect. English Journal.
Beers, K., & Samuels, B. (Eds.). (1998). Into focus: Understanding and creating middle school
readers. Norwood,
MA: Christopher-Gordon.
Beers, K. (2003). When kids can’t read: What teachers can do. Portsmouth, NH: Heinemann.
Blau, S. (2003). The literature workshop: Teaching texts and their readers. Portsmouth, NH:
Heinemann.
Bloem, P., & Padak, N. (1996). Picture books, young adult books, and adult literacy learners.
Journal of
Adolescent and Adult Literacy.
Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE.: IRA.
Brozo, W., & Simpson, M. (1995). Readers, teachers, learners (2nd ed.). Englewood Cliffs, NJ:
Prentice Hall.
Burke, J. (2002). Reading reminders: Tools, tips, and techniques. Portsmouth, NH:
Boynton/Cook.
Burkhardt, R. (2003). Writing for real. Westerville, OH: NMSA.
Cole, A. D. (2004). When reading begins: The teacher’s role in decoding, comprehension, and
fluency.
Portsmouth, NH: Heinemann.
Combs, M. (1997). Developing competent readers and writers in the middle grades. Upper
Saddle River, NJ:
Merrill.
Cullinan B., & Galda, L. (1994). Literature and the child. San Diego. Harcourt Brace.
Cullinan, B. (1992). Read to me: Raising kids who love to read. NY: Scholastic.
De Carlo, J. (Ed.). (1995). Perspectives in whole language. Boston: Allyn & Bacon.
Dornan, R., Rosen, L., & Wilson, M. (1997). Multiple voices, multiple texts: Reading in the
secondary content
areas. Portsmouth, NY: Boynton/Cook.
Dudley-Marling, C., & Paugh, P. (2004). A classroom teacher’s guide to struggling readers.
Porstmouth, NH:
Heineman.
Duffy, G. G. (Ed.). (1992). Reading in the middle school. Newark, Delaware: IRA.
Ekwall, E. E. (1993). Locating and correcting reading difficulties (6th ed.). Columbus: Merrill.
Ericson, B. (Ed.). (2001). Teaching reading in high school English classes. Urbana, IL: NCTE.
Farris, P., Fuhler, C., & Walther, M. (2004). Teaching reading: A balanced approach for
today’s classrooms. Boston:
McGraw-Hill.
Filipovic, Z. (1994). Zlata's diary: A child's life in Sarajevo. NY: Scholastic.
Gillet, J., & Temple, C. (2000). Understanding reading problems. NY: Longman.
Graves, M. (2001). Teaching reading in the 21st century. Needham Heights, MA: Allyn &
Bacon.
Gunning, T. G. (1996). Creating reading instruction for all children (2nd ed.). Boston: Allyn &
Bacon.
Harvey, S., & Goudvis, A. (2000). Strategies that work. York, Maine: Stenhouse.
Heilman, A. (1998). Phonics in proper perspective. Upper Saddle River, NJ: Merrill.
Heilman, A., Blair, T., & Rupley, W. (1998). Principles and practices of teaching reading (9th
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