This book addresses a significant gap in the research literature on transitions across the school years: the continuities and discontinuities in school literacy education and their implications for practice.
The Second Handbook of English Language Teaching provides a comprehensive examination of policy, practice, research and theory related to English language teaching in international contexts.
Cognitive Linguistics, the branch of linguistics that tries to "e;make one's account of human language accord with what is generally known about the mind and the brain,"e; has become one of the most flourishing fields of contemporary linguistics.
Over the past three decades, our conceptualizations of literacy and what it means to be literate have expanded to include recognition that there is a qualitative difference in how we communicate through modalities such as the visual, audio, spatial, and linguistic and that different modes are combined in complex ways to make meaning.
Accessible and teacher friendly, this book provides a blueprint for planning, delivering, and evaluating small-group interventions for struggling readers in PreK-2.
This book investigates the effect of multisensory instruction on self-efficacy among students with developmental dyslexia learning English as a foreign language.
Written expressly for teachers, this book is jam-packed with tools and strategies for integrating response to intervention (RTI) into everyday instruction in grades K-5.
Critical Thinking provides language teachers with a dynamic framework for encouraging critical thinking skills in explicit, systematic ways during their lessons.
The literacy autobiography is a personal narrative reflecting on how one's experiences of spoken and written words have contributed to their ongoing relationship with language and literacy.
Drawing together Smagorinsky's extensive research over a 20-year period, Learning to Teach English and the Language Arts explores how beginning teachers' pedagogical concepts are shaped by a variety of influences.
Rethinking Reading in College argues for more systematic attention to the role of reading comprehension in college, as a necessary step in addressing the inequities in student achievement that otherwise increase over time.
An acclaimed reference that fills a significant gap in the literature, this volume examines the linkages between spoken and written language development, both typical and atypical.
Different research methods can yield unique insights into literacy learning and teaching--and, used synergistically, can work together to move the field forward.
This book explores the contextual, particularly cultural-related, factors that may impact reading outcomes of young Indigenous learners in their early years, underpinned by the conceptual framework of cultural capital originated by Bourdieu.
Writer Identity and the Teaching and Learning of Writing is a groundbreaking book which addresses what it really means to identify as a writer in educational contexts and the implications for writing pedagogy.
Navigating Languages, Literacies and Identities showcases innovative research at the interface of religion and multilingualism, offering an analytical focus on religion in children and adolescents' everyday lives and experiences.
Professional learning (PL) opportunities are essential for PreK12 literacy educators, but too often these efforts fail to help teachers develop and deeply engage with their work.
This edited volume brings together diverse perspectives on Australian literacy education for Indigenous peoples, highlighting numerous educational approaches, ideologies and aspirations.
This book brings together Latinx scholars in Rhetoric and Composition to discuss keywords that have been misused or appropriated by forces working against the interests of minority students.
This innovative text draws on theories and methodologies from the fields of multimodality, ethnography, and literacy studies to explore the sociocultural significance of book ownership and book inscriptions in Edwardian Britain.
This book shows how behavior analysis can be applied to teaching reading and writing to primary school students and to special populations, such as children with intellectual and hearing disabilities and illiterate adults.
Focusing specifically on Interactional Ethnography (IE) as a distinct, discourse-based form of ethnography, this book introduces readers to the logic and practice behind IE and exemplifies the logic of ethnographic inquiry through a range of example-based chapters.
This book documents the impact of Stephen Harris's works in Aboriginal education, Aboriginal learning styles, domains of language use and bilingual-bicultural education.
This innovative text draws on theories and methodologies from the fields of multimodality, ethnography, and literacy studies to explore the sociocultural significance of book ownership and book inscriptions in Edwardian Britain.
This book examines emergent literacy as the foundations for language instruction and seeks to relate the work of those doing research on literacy acquisition and those designing programs to facilitate children's literacy development.
Synthesizing a range of studies on morphological processing from the past 30 years, this edited collection presents the current state of knowledge on morphological processing and defines classroom practices to help students conceptualise the role of morphology in reading, spelling, and vocabulary development.
Reading is interpreting; interpreting is reading, which is why it's more crucial than ever to ensure that our students are able to make meaning as they read.
In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization.
