Improving Instruction and Student Achievement
Teaching Reading and Writing
73640 978-1-59857-364-0
2014 192
Available Stock

What's the connection between reading and writing, and how should they be taught—both together and separately? Discover the answers in this cutting-edge research volume, ideal for use as a graduate-level text or a trusted professional reference. Featuring groundbreaking contributions from a who's who of top-level researchers, this important volume gives educators the foundational knowledge they'll need to plan and deliver high-quality, evidence-based reading and writing instruction aligned with Common Core State Standards. Educators will fully explore the link between reading and writing, learn how they complement and enhance each other, and discover promising instructional approaches that can strengthen all students' literacy skills and reduce achievement gaps.

  • Integrating reading and writing instruction
  • Aligning instruction with Common Core State Standards
  • Effectively translating the results of research studies into everyday practice
  • Incorporating literacy instruction into academic content areas
  • Developing a unified assessment model for literacy
  • Building students' critical thinking skills
  • Designing instruction and interventions for English language learners
  • Creating preservice and inservice programs that help teachers support the reading-writing connection
  • Using technology to teach—and strengthen—the reading-writing connection
About the Editors
About the Contributors
Foreword Jeb Bush
Preface Carrice Cummins
  1. Introduction
  2. Brett Miller, Peggy McCardle, and Richard Long
I The Basis: How Do We Approach Reading and Writing Today? Separately or as Two Sides of a Coin?
  1. The Reading Side
  2. Carol McDonald Connor, Sarah Ingebrand, and Jennifer Dombek
  3. The Writing Side
  4. Lara-Jeane Costa, Unber Ahmad, Crystal Edwards, Sarah Vanselous, Donna Carlson Yerby, and Stephen R. Hooper
  5. Integrating Reading and Writing Instruction
  6. Karen R. Harris and Steve Graham
II Applying What We Know: Evidence Bases and Practical Implementations
  1. What Is an Evidence Base and When Can It Be Implemented?
  2. Peggy McCardle and Brett Miller
  3. Teacher Education for the Reading-Writing Connection
  4. Devon Brenner
  5. The Role of Linguistic Differences in Reading and Writing Instruction
  6. Julie A. Washington, Megan C. Brown, and Katherine T. Rhodes
  7. Discussion as a Means of Learning to Reason, Read, and Write Analytically
  8. Joanne F. Carlisle, Julie Dwyer, and Julie E. Learned
  9. Reading and Writing in the Service of Developing Rich Disciplinary Knowledge: Prospects in the Age of the Common Core State Standards
  10. Jacquelyn M. Urbani, P. David Pearson, Sara Ballute, and Timothy A. Lent
  11. Do No Harm: Applications and Misapplications of Research to Practice
  12. Dorothy S. Strickland
III Preparing for Change: The Intersection of Theory, Measurement, and Technology with Instruction
  1. Measurement: Facilitating the Goal of Literacy
  2. Joanna S. Gorin, Tenaha O'Reilly, John Sabatini, Yi Song, and Paul Deane
  3. The Many Possible Roles for Technology in the Reading-Writing Connection
  4. Kim Atwill and Jay Blanchard
  5. Why We Should Care About Literacy Models: Models of Reading and Writing and How They Can Elucidate the Connection Between Reading and Writing
  6. Yusra Ahmed, Young-Suk Kim, and Richard K. Wagner
  7. In Summary: What Can We Agree On?
  8. Peggy McCardle, Richard Long, and Brett Miller


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Bob Wise, President, Alliance for Excellent Education; former governor of West Virginia - October 14, 2013
“Draws upon a wealth of research and case studies to illuminate the important reading-writing connection in attaining and demonstrating rich knowledge within subject areas.”
Virginia Berninger, Professor and Director of the NICHD-funded Center for Oral and Written Language Learners (OWLS) - October 14, 2013
“The first comprehensive collection of research findings on reading-writing connections with a vision for future research. The contents are must reading for practitioners, researchers, and policy makers in the Common Core era of the information age.”
Richard Olson, Professor of Psychology and Neuroscience; Director, Colorado Learning Disabilities Research Center, University of Colorado, Boulder - October 11, 2013
“[A] timely edited volume on teaching reading and writing . . . The chapter authors and editors are to be congratulated for their contributions and for the impact they will have on the improvement of theory and practice in literacy instruction.”
Tamie Pratt-Fartro, Assistant Professor of Education, University of Mary Washington - October 11, 2013
“A must read for those who care about effective preK-12 literacy instruction, high-quality teacher preparation programs, and increasing student achievement throughout our nation.”
Joanne Antrim, Assistant Professor, Concordia University Texas - October 2, 2013
“Offer[s] constructive ideas for professional development and application of the research while preparing educators to look to the future as they continue to strive for students’ success.”
Stephanie Al Otaiba, Professor, Department of Teaching and Learning, Annette Caldwell Simmons School of Education and Human Development, Southern Methodist University - September 30, 2013
“Timely for informing instructional practices under the new Common Core Standards . . . readers will find [the] synthesis of the evidence base informative and significant for moving research into practice.”
Timothy Shanahan, Distinguished Professor Emeritus, University of Illinois at Chicago - September 24, 2013
“Romeo and Juliet, Abbott & Costello, peanut butter & jelly… some combinations just make sense. This nifty little book explores one of these combinations, reading and writing: a pair that in the past has too often been kept apart in schools. This is a very practical book for educational leaders looking for a certain path to higher literacy achievement.”
Jill Fitzgerald, MetaMetrics, The Professor Emerita and Adjunct Research Professor, University of North Carolina at Chapel Hill - September 23, 2013
“A stimulating resource . . . [with] an amalgam of authors not often seen under one cover.”