Teaching Reading and Writing - Improving Instruction & Student Achievement

193 Pages·2016·1.78 MB·English

by  Miller Brett

EDUCATION / TEACHING METHODS & MATERIALS MM
cCille
“A must read for those who care about effective pre-K–12 literacy instruction, high- arr,
d
quality teacher preparation programs, and increasing student achievement.” le
, &
—Tamie Pratt-Fartro, Ph.D., University of Mary Washington L
o
n
“Draws upon a wealth of research and case studies to illuminate the important reading– g
writing connection in attaining and demonstrating rich knowledge within subject areas.”
—Bob Wise, President, Alliance for Excellent Education;
former governor of West Virginia
“Readers will find [the] synthesis of the evidence base informative and significant for
moving research into practice.”
—Stephanie Al Otaiba, Southern Methodist University
What’s the connection between reading and writing, and how should they be taught—both T
together and separately? Discover the answers in this cutting-edge research volume, ideal e
for use as a graduate-level text or a trusted professional reference. Featuring groundbreaking a
contributions from a who’s who of top-level researchers, this important volume gives educators the c
foundational knowledge they’ll need to plan and deliver high-quality, evidence-based reading and h
writing instruction aligned with Common Core State Standards. in
g
Discover the research on

R
• Integrating reading and writing instruction
e
• Aligning instruction with Common Core State Standards
a
• Effectively translating the results of research studies into everyday practice
d
• Incorporating literacy instruction into academic content areas
i
n
• Developing a unified assessment model for literacy
g
• Building students’ critical thinking skills

&
• Designing instruction and interventions for English language learners

• Creating preservice and in-service programs that help teachers support the reading–writing W
connection
r
• Using technology to teach—and strengthen—the reading–writing connection
i
t
i
n
Educators will fully explore the link between reading and writing, learn how they complement and
g
enhance each other, and discover promising instructional approaches that can strengthen all students’
literacy skills and reduce achievement gaps.
ABOUT THE EDITORS: Brett Miller, Ph.D., is Program Director of the Reading, Writing, and Related Learning Disabilities
Research Program in the Child Development and Behavior Branch of the Eunice Kennedy Shriver National Institute of Child
Health and Human Development, National Institutes of Health, Bethesda, MD. Peggy McCardle, Ph.D., M.P.H., is the former
Chief of the Child Development and Behavior Branch at the Eunice Kennedy Shriver National Institute of Child Health and
Human Development, National Institutes of Health, Bethesda, MD. She is now President of Peggy McCardle Consulting, LLC.
Richard Long, Ed.D., is Director of Government Relations for the International Reading Association and Executive Director for
Government Relations for the National Title I Association, Washington, DC.
Teaching Reading and Writing

Teaching Reading and Writing
Improving Instruction and Student Achievement
edited by
Brett Miller, Ph.D.
Eunice Kennedy Shriver National Institute
of Child Health and Human Development
National Institutes of Health
Bethesda, Maryland
Peggy McCardle, Ph.D., M.P.H.
Peggy McCardle Consutling, LLC
Bethesda, Maryland
and
Richard Long, Ed.D.
International Reading Association
Washington, D.C.
Baltimore • London • Sydney
Paul H. Brookes Publishing Co.
Post Office Box 10624
Baltimore, Maryland 21285-0624
USA
www.brookespublishing.com
Copyright © 2014 by Paul H. Brookes Publishing Co., Inc.
All rights reserved.
“Paul H. Brookes Publishing Co.” is a registered trademark of
Paul H. Brookes Publishing Co., Inc.
Typeset by Scribe, Philadelphia, Pennsylvania.
Manufactured in the United States of America by
Sheridan Books, Chelsea, Michigan.
Cover image ©iStockphoto.com/GlobalStock
The following were written by a U.S. Government employee within the scope of his or her official duties and, as
such, shall remain in the public domain: Chapters 1, 5, and 14. The opinions and assertions contained herein
are the private opinions of the authors and are not to be construed as official or reflecting the views of the U.S.
Government.
The views expressed in this book are those of the authors and do not necessarily represent those of the National
Institutes of Health, the Eunice Kennedy Shriver National Institute of Child Health and Development, the U.S.
Department of Health and Human Services, or the International Reading Association.
Library of Congress Cataloging-in-Publication Data
Teaching Reading and Writing: Improving Instruction and Student Achievement / edited by Brett Miller,
Ph.D., Peggy McCardle, Ph.D., M.P.H., and Richard Long, Ed.D.
pages cm
Includes bibliographical references and index.
ISBN 978-1-59857-364-0 (pbk. : alk. paper) — ISBN 1-59857-364-0 (pbk. : alk. paper) — ISBN 978-1-
59857-446-3 (epub) — ISBN 1-59857-446-9 (epub)
1. Language arts. 2. Reading. 3. English language—Study and teaching. I. McCardle, Peggy D. II. Long,
Richard, 1953- III. Title.
LB1576.M515 2013
372.6—dc23 2013030363
British Library Cataloguing in Publication data are available from the British Library.
2017 2016 2015 2014 2013
10 9 8 7 6 5 4 3 2 1
Contents
About the Editors ...........................................................................................................vii
About the Contributors ...................................................................................................ix
Foreword Jeb Bush ....................................................................................................xv
Preface Carrice Cummins ..........................................................................................xvii
Acknowledgments .........................................................................................................xxi
1 Introduction .................................................................................................................1
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? ........................5
2 The Reading Side ........................................................................................................7
Carol McDonald Connor, Sarah Ingebrand, and Jennifer Dombek
3 The Writing Side ........................................................................................................21
Lara- Jeane Costa, Unber Ahmad, Crystal Edwards, Sarah Vanselous, Donna
Carlson Yerby, and Stephen R. Hooper
4 Integrating Reading and Writing Instruction ............................................................35
Karen R. Harris and Steve Graham
II Applying What We Know: Evidence
Bases and Practical Implementations .............................................45
5 What Is an Evidence Base and When Can It Be Implemented? .............................47
Peggy McCardle and Brett Miller
6 Teacher Education for the Reading–W riting Connection .........................................55
Devon Brenner
7 The Role of Linguistic Differences in Reading and Writing Instruction ...................67
Julie A. Washington, Megan C. Brown, and Katherine T. Rhodes
8 Discussion as a Means of Learning
to Reason, Read, and Write Analytically ...................................................................83
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 ...................93
Jacquelyn M. Urbani, P. David Pearson, Sara Ballute, and Timothy A. Lent
10 Do No Harm: Applications and Misapplications of Research to Practice ..................105
Dorothy S. Strickland
III Preparing for Change: The Intersection of
Theory, Measurement, and Technology with Instruction ..................117
11 Measurement: Facilitating the Goal of Literacy ......................................................119
Joanna S. Gorin, Tenaha O’Reilly, John Sabatini, Yi Song, and Paul Deane
v
vi Contents
12 The Many Possible Roles for
Technology in the Reading–W riting Connection ....................................................129
Kim Atwill and Jay Blanchard
13 Why We Should Care About Literacy Models:
Models of Reading and Writing and How They Can
Elucidate the Connection Between Reading and Writing .......................................143
Yusra Ahmed, Young- Suk Kim, and Richard K. Wagner
14 In Summary: What Can We Agree On? ..................................................................153
Peggy McCardle, Richard Long, and Brett Miller
Index ........................................................................................................................161
About the Editors
Brett Miller, Ph.D., Program Director of the Reading, Writing, and Related Learning
Disabilities Research Program in the Child Development and Behavior branch of the Eunice
Kennedy Shriver National Institute of Child Health and Human Development (NICHD);
Rockville, Maryland; [email protected].
Dr. Miller oversees a research program focused on developing and supporting research
and training initiatives to increase knowledge relevant to the development of reading and
written-l anguage abilities for learners with and without disabilities. This program supports
research that includes work with diverse groups and a range of ages.
Peggy McCardle, Ph.D., M.P.H., former Chief of the Child Development and Behav-
ior branch at the Eunice Kennedy Shriver National Institute of Child Health and Human
Development (NICHD); currently Consultant/President, Peggy McCardle Consulting, LLC;
Annapolis, Maryland; [email protected].
Dr. McCardle has been a classroom teacher, university faculty, and hospital clinician. In
addition to leading the NICHD branch, she directed the research program on language,
bilingualism, and biliteracy, which addressed all aspects of typical language development
as well as cross- linguistic and bilingualism research related to typical learning and learning
disabilities. She now writes and consults independently in all these areas.
Richard Long, Ed.D., Director of Government Relations for the International Read-
ing Association and Executive Director for Government Relations for the National Title I
Association; Washington, DC; [email protected].
With a doctorate in education counseling from the George Washington University, Dr. Long
brings to his work in education and literacy a special interest in policy. He has written
on improving literacy education for struggling readers, key issues for improving education
reform, as well as the role of the federal government in professional development. In addi-
tion, he is writing a book on education policy, The Hidden Cauldron: The Paradox of American
Education Reform.
vii

About the Contributors
Unber Ahmad, B.S., Carolina Institute for Developmental Disabilities, University of
North Carolina (UNC) School of Medicine; Chapel Hill, North Carolina; unber.ahmad
@cidd.unc.edu. Ms. Ahmad is conducting assessments and interventions for a U.S. Depart-
ment of Education, Institute of Education Sciences project devoted to using strategy-b ased
interventions for middle-s chool students at risk for writing disabilities.
Yusra Ahmed, M.S., Researcher 4, Texas Institute for Measurement Evaluation and
Statistics (TIMES), University of Houston; Houston, Texas; [email protected].
Ms. Ahmed is completing her doctoral degree in Developmental Psychology from Flor-
ida State University. Her dissertation is a meta- analytic structural equation model of
written composition (as measured by curriculum- based, qualitative, and sentence- writing
measures) using multiple literacy and language predictors. Other research areas include
structural equation models, literacy and language acquisition in typically developing stu-
dents and students with learning disabilities, identification and classification of learning
disabilities, and language development in Spanish- speaking English language learners.
Kim Atwill, Ph.D., Professor, Department of World Languages and Literatures, Port-
land State University; Portland, Oregon; [email protected]. Dr. Atwill is a former classroom
teacher. Her current research focuses on the impact of instructional practice on language
and literacy development among at-r isk learners.
Sara Ballute, M.A., Lead Teacher of Social Studies, High School for Service and
Learning at Erasmus Hall; Brooklyn, New York; [email protected]. Prior to NYC,
Ms. Ballute spent 2 years teaching in Montego Bay, Jamaica. She earned her bachelor’s
degree in social studies education from Ithaca College and her master’s degree in anthro-
pology from Hunter College. In 2009, Ms. Ballute was named by the New York Times as a
“Teacher Who Makes a Difference.” For 2 years Ms. Ballute has been involved with New
Visions for Public Schools, using the Literacy Design Collaborative to incorporate reading
and writing into the social studies curriculum.
Jay Blanchard, Ph.D., Professor Emeritus of Reading Education, Mary Lou Fulton
Teachers College, Arizona State University; Tempe, Arizona; currently Director of Read-
ing, National Assessment of Educational Progress (NAEP), Educational Testing Service;
Princeton, New Jersey; [email protected]. Dr. Blanchard is a former classroom teacher
and the author of numerous books and articles about technology and reading education
beginning in 1979 with Computer Applications in Reading . For the last 10 years, he has assisted
teachers of language minority and American Indian children with early literacy education
through U.S. Department of Education Early Reading First grants. Dr. Blanchard is also a
former board member of the International Reading Association.
Devon Brenner, Ph.D., Professor of Reading and Language Arts and head of the
Department of Curriculum, Instruction, and Special Education in the College of Edu-
cation, Mississippi State University; Mississippi State, Mississippi; [email protected].
Dr. Brenner’s research focuses on policy and practice in literacy education and teacher
education.
ix