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Reading Specialists and Literacy Coaches in the Real World (3rd Edition) 3rd Edition
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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.
- ISBN-100137055390
- ISBN-13978-0137055395
- Edition3rd
- PublisherPearson
- Publication dateJuly 22, 2010
- LanguageEnglish
- Dimensions7.2 x 0.7 x 9.1 inches
- Print length336 pages
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Editorial Reviews
Review
“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
From the Back Cover
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. The book 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.
“I would suggest this book to anyone who is a reading specialist or a member of a literacy team. I see this book 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 book 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:
- Updated discussions of evolving standards, enacting standards, professional development, mentorship and assessment
- Each chapter will feature a highlighted topic to address an area of emphasis or interest
- Covers more technology standards in the Appendix
- Emphasis on exploring sources of information schools and districts will need to make intelligent, responsive choices
- More information on Reading Next, Response to Intervention, and other national reports, particularly in the secondary schools
- Updated chapters on Literacy Coaches and Reading Specialists emphasize evolving standards, enacting standards, professional development, mentorship and assessment
MaryEllen Vogt is Distinguished Professor Emerita of Education at California State University, Long Beach. Dr. Vogt 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 fourteen books, including Making Content Comprehensible for Elementary English Learners: The SIOP Model (2010), Making Content Comprehensible for Secondary English Learners: The SIOP Model (2010), and 99 Ideas and Activities for Teaching English Learners with the SIOP Model (2008). Her research interests include improving comprehension in the content areas, teacher change and development, and content literacy and language acquisition for English learners. Dr. Vogt 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.
About the Author
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.
Product details
- Publisher : Pearson; 3rd edition (July 22, 2010)
- Language : English
- Paperback : 336 pages
- ISBN-10 : 0137055390
- ISBN-13 : 978-0137055395
- Item Weight : 13.8 ounces
- Dimensions : 7.2 x 0.7 x 9.1 inches
- Best Sellers Rank: #2,076,192 in Books (See Top 100 in Books)
- #3,400 in Reading & Phonics Teaching Materials
- #7,558 in Popular Culture in Social Sciences
- #7,816 in Educational Certification & Development
- Customer Reviews:
About the author
MaryEllen Vogt, Ed.D. is Distinguished Professor Emerita of Education at California State University, Long Beach. Dr. Vogt has been a classroom teacher, reading and special education specialist, district reading resource teacher, and university teacher educator. She received her doctorate from the University of California, Berkeley. A co-author of fifteen books, including the SIOP Series and Reading Specialists and Literacy Coaches in the Real World (2007), Dr. Vogt has provided professional development in all fifty United States, and in nine other countries. She served as President of the International Reading Association in 2004-2005.
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The textbook is well organized with bold headers for each section. Each chapter uses a concept map to outline the content of the material being introduced.
Each chapter also contains learning goals, standards, website resource references, a list of recommended readings, points to remember, portfolio and self assessment projects, vignettes, thinking points, and helpful charts that breakdown challenging concepts.
This textbook is ideal for educators who desire to become reading education professionals, e.g., literacy coaches, literacy specialists, and reading curriculum developers, etc. This is a career reference textbook in that you will find yourself referring back to the information when planning, coaching, evaluating, assessing, and analyzing programs. It is also a great book for helping literacy educators understand the latest best practices in reading education.
The textbook consists of 12 chapters, appendixes, references, and an index. The textbook contains 308 pages including references and a bio on the authors. The textbook contains a number of appendices (appendixes) references that provide samples of vital information, e.g., sample needs assessment summary, standard based curriculum framework, and examples of two schools' vision statements, etc.
The textbook received a score of 4/5 (80%)because it did not contain a glossary of key terms. Key terms were not highlighted, and nor were they consistently boldly displayed within the chapters. Figures and charts had minimal details and required time to decipher--constant looking back to the paragraph (page flipping).
The textbook could have also included more examples (listing or samples) about each topic. For example, the cloze information was somewhat shallow. Perhaps they could have listed the variety of cloze activities and their specific use in a chart format.