Developing Literacy

Timothy G. Morrison and Brad Wilcox are associate professors in the Department of Teacher Education at Brigham Young University, where they teach undergraduate and graduate courses in reading, language arts, and children’s literature. They both earned their BA and MEd degrees at Brigham Young University. Tim received his PhD at the University of Illinois at Urbana-Champaign, and Brad at the University of Wyoming.  Prior to joining the faculty at BYU, Tim served as a faculty member at Boise State University and California State University-Fresno.  Early in their careers, Tim taught grades four, five, and six in Pocatello, Idaho and third grade in Springville, Utah, and Brad taught sixth grade in Provo, Utah. More recently, they have both done extensive consulting throughout the U.S., as well as in Central America, Australia, and Europe. They have directed BYU’s New Zealand Study Abroad Program, living in Auckland, where they taught and supervised teacher candidates in practicum settings.  Morrison and Wilcox’s research and professional writing focuses on literacy, teacher education, and children’s literature. They have served as editors for the professional publications of the Association of Literacy Educators and Researchers (ALER) and have published articles in many professional journals including Literacy Research and Instruction, Reading Psychology, The Journal of Adolescent and Adult Literacy, and The Reading Teacher.              Tim and his wife, Carol, are the parents of three grown sons and four grandchildren. Brad and his wife, Debi, have four children and three grandchildren.

• Inside Front and Back CoversMatrix of Common Core and IRA Standards  Foreword  PrefacePurpose Organization      Part I: Foundations of Literacy  Chapter 1. Understanding Literacy Contexts Vignette            Historical OverviewColonial PeriodEarly American HistoryEarly 1900sLate 1900s2000sLiteracy Theories Bottom-UpTop-DownInteractiveSummarySelf-check  Chapter 2. Understanding the Needs of All LearnersVignetteCultureLanguage MinoritiesSecond Language AcquisitionPre-productionEarly ProductionSpeech EmergenceIntermediate FluencyAdvanced FluencySchool AssistanceSpecial ServicesInstructional SupportPovertyUrban and Rural EducationUrbanRuralLearning DisabilitiesSummarySelf-check  Chapter 3. Teaching for LearningVignetteImpact of TeachersLearning and TeachingKey Behaviors of Effective Teaching VarietyClarityTask OrientationEngagementSuccess RateComponents of LiteracyElements of ReadingPhonological AwarenessPhonicsVocabularyFluencyComprehension Traits of WritingVoiceOrganizationIdeasConventionsWord ChoiceSentence FluencyPresentationLinking Reading and WritingLiteracy ProcessesReading ProcessPre-readingReadingRespondingExploringApplyingWriting ProcessPre-writingDraftingSeeking a ResponseRevisingEditingPublishing  Linking Reading and WritingInstructionApproachesCore Literacy ProgramsReading and Writing WorkshopsLiterature UnitsSelf-regulated Strategy DevelopmentGenre WritingEssential ElementsTime to LearnTime to DoTime to ShareMotivation and LiteracyPerceived RequirementsPerceived ExpectationsSincere DesiresProgressing Through LevelsSummarySelf-check    Part II: Components of Literacy  Chapter 4 Emergent LiteracyVignetteOral Language DevelopmentPhonologySemanticsSyntaxPragmaticsSchema TheoryInsufficient Text CluesLimited SchemaMismatched SchemaLiteracyDevelopmentEmergentBeginningFluentAwareness of Sounds and LettersRecognition of Language SoundsPhonemic AwarenessPhonological AwarenessWord PlayWritten Language DevelopmentDevelopmental StagesDrawing and Scribbling Letter StringingLetter Name/Alphabetic WritingTransitional WritingConventional WritingDevelopmental Journal WritingCombining Spoken and Written LanguagePicture BooksLanguage Experience Approach (LEA)SummarySelf-check    Chapter 5. Beginning Reading and Writing     VignetteWord IdentificationPhonics      Useful GeneralizationsInstructionExplicitImplicitWord FamiliesInstructionWord GamesHink PinkI’m Thinking of a WordMaking WordsSight WordsHigh Frequency WordsInstructionPutting It All Together Conventions of Written LanguageConcepts About PrintSpelling HandwritingGrammarInteractive WritingSummarySelf-check   Chapter 6. FluencyVignetteComponents of FluencySkills and StrategiesRate and AccuracyRepeated ReadingNeurological ImpressEcho ReadingExpressionReaders’ TheaterPuppet ShowsOral ReadingGroup ReadingAssessmentTransition to Silent Reading Written LanguageSentence FluencyTimed WritingConferencing for ContentVoiceClass BooksClassroom Post OfficeSummarySelf-check  Chapter 7. Vocabulary VignetteVocabulary and ReadingSizeWord CollectionsGuiding PrinciplesExperienceEnvironmentExposureEngagementTypes of WordsInstructionKey Word PredictionFive Step ApproachSemantic MappingVocabulary and Writing Word ChoicePrecise LanguageSynonym StackingGood and BetterPowerful LanguageUse Your SensesThrow Out Your First ThoughtPoetrySummarySelf-Check  Chapter 8. Creating MeaningVignetteFoundational Meaning-making Abilities Creating Meaning Through ReadingReading Comprehension StrategiesOrganizational StrategiesIdentifying Main IdeasSummarizingRecognizing Text StructureNarrativeInformationalArgumentativeRecognizing StanceInferential StrategiesPredicting OutcomesDrawing ConclusionsMaking ConnectionsConnections Outside TextConnections Within Text Creating Mental ImagesAsking and Answering QuestionsQuestion-Answer Relationships (QAR)Questioning the Author (QtR)Metacognitive StrategiesComprehension MonitoringFixing-up Multiple StrategiesCreating Meaning Through WritingIdeasLife MapsShared StoriesWriters’ Notebooks OrganizationAudienceCreate a New TitlePen PalsForms of WritingStoriesMemoirsClass NewspapersSummarySelf-check  Chapter 9. Integrating Literacy with Content Areas VignetteReading in Content AreasExpository Text StructureDescriptionSequenceComparisonCause and EffectProblem and SolutionExpository Text FeaturesPrint FeaturesOrganizational AidsGraphic AidsStudy Strategies SQ3RMnemonic DevicesLettersPhysical SpacesPeg ListsKWLStudy GuidesGraphic OrganizersAnticipation GuidesInternet InquiriesGamesWriting in Content AreasWriting without RevisionLearning LogsThink-Write-ShareNote Taking/Note MakingWriting with RevisionShared WritingSmall GroupsExpository TextReportsAlphabet BooksArgument WritingPersuasive PapersAdvertisementsSummarySelf-check  Part III: Literacy Assessment and Instruction  Chapter 10. Assessing for LearningVignetteTypes of Assessment Summative Norm-referencedCriterion-referencedFormative Response to InterventionAssessment for LearningPerformance-based PerformancesPortfoliosProjectsReading AssessmentIndividual Methods Running RecordsInformal Reading InventoriesStudent-Text Matching Readability FormulasLexile FrameworkAdvantage/TASA Open Standard (ATOS)Text LevelsCloze ProcedureRange of Text ComplexityQualitative  QuantitativeReader and Task Considerations Writing AssessmentLarge-scale Classroom On-going AssistanceObserving and Making Anecdotal NotesConferencing with StudentsUsing ChecklistsJudging WritingHolistic Analytic Informing InstructionSummarySelf-check  Chapter 11. Reading and Writing to Children VignetteReading to ChildrenImportance of Reading AloudMotivationVocabularyLanguage and Print ConceptsAttention SpanRead Aloud TechniquesExpressionIllustrationsQuestions   Book SelectionNarrative Informational Poetic Writing to ChildrenMethodsPersonal Notes Morning MessagesInstructionsClassroom LabelsDialogue Journals   ModelsAuthor VisitsTeacher ModelingAuthor’s CraftSummarySelf-check                         Chapter 12. Reading and Writing with Children- Whole Class ExperiencesVignetteReading with Children- Whole ClassShared Reading within Various Instructional ApproachesCore Literacy ProgramsReading WorkshopLiterature UnitsWhole Class NovelThematic StudyReading ProcessBefore ReadingSchema Attitude Activity During ReadingRound Robin ReadingAssigned ReadingAccess to PrintLead ReadersAfter ReadingImmediate ResponsesEight WsStudent SurveyAnswering GameDeliberate ResponsesMirror ExperiencesCurriculum IntegrationWriting with Children- Whole ClassShared Writing Within Various Instructional ApproachesCore Literacy ProgramsWriting WorkshopSelf-regulated Strategy Development Genre WritingWriting ProcessBefore WritingPrompts and AssignmentsAdvance PlanningDuring WritingAccess to PrintLead WritersAfter WritingResponding and RevisingEditing and PublishingSummarySelf-check         Chapter 13. Reading and Writing with Children- Small Group ExperiencesVignetteReading with Children- Small GroupsCore Literacy ProgramsPrimary Grade GroupsOrganizingWorking Before ReadingDuring ReadingAfter ReadingFacilitating Intermediate Grade GroupsOrganizing