Margaret Vaughn, PhD, is a professor in the Department of Teaching and Learning at Washington State University. Her award-winning research addresses literacy teaching and research, teacher practice, and contemporary educational issues. As a former classroom teacher, she is an advocate for developing equitable schools and student agency. Dr. Vaughn collaborates with schools in the US and across the globe. Her notable books include Student Agency: Honoring Student Voice in the Curriculum, Accelerating Learning Recovery for All Students (with Seth Parsons), Principles of Effective Literacy Instruction, Grades K-5 (with Seth Parsons), and Teaching with Children’s Literature: Theory to Practice (with Dixie Massey).Dixie D. Massey teaches at Seattle Pacific University. Her research interests include teacher decision-making, the role of motivation in literacy learning, and the history of literacy instruction. She co-authored Teaching with children’s literature: From theory to practice with Margaret Vaughn. As an author and co-author, she contributed to the curriculum series such as Comprehension Strategies for World History and U.S. History in the Social Studies, Targeted Vocabulary Instruction, and the Seeds of Inquiry series published by The Social Studies School Services. Dr. Massey has served as a historian for the Literacy Research Association and the Association of Literacy Educators and Researchers. Currently, she chairs the History of Literacy ICG for the Literacy Research Association.

• List of figures/tables/images – Acknowledgments – When should a child be reading? – What are the phases of reading development? – How do you prepare for equitable reading instruction? – What can a reader do and how can you use assessment to guide practice? – How can you foster reading motivation? – How can you support agentic readers? – What can you do to strengthen phonemic awareness and phonics? – What can you do to strengthen decoding and fluency? – What can you do to strengthen students’ comprehension and vocabulary? – When a student starts middle school, now what? (disciplinary literacy) – Conclusion – Appendix A: Student interviews – Appendix B: Vocabulary plan – Index.

Margaret Vaughn, PhD, is a professor in the Department of Teaching and Learning at Washington State University. Her award-winning research addresses literacy teaching and research, teacher practice, and contemporary educational issues. As a former classroom teacher, she is an advocate for developing equitable schools and student agency. Dr. Vaughn collaborates with schools in the US and across the globe. Her notable books include Student Agency: Honoring Student Voice in the Curriculum, Accelerating Learning Recovery for All Students (with Seth Parsons), Principles of Effective Literacy Instruction, Grades K-5 (with Seth Parsons), and Teaching with Children’s Literature: Theory to Practice (with Dixie Massey).Dixie D. Massey teaches at Seattle Pacific University. Her research interests include teacher decision-making, the role of motivation in literacy learning, and the history of literacy instruction. She co-authored Teaching with children’s literature: From theory to practice with Margaret Vaughn. As an author and co-author, she contributed to the curriculum series such as Comprehension Strategies for World History and U.S. History in the Social Studies, Targeted Vocabulary Instruction, and the Seeds of Inquiry series published by The Social Studies School Services. Dr. Massey has served as a historian for the Literacy Research Association and the Association of Literacy Educators and Researchers. Currently, she chairs the History of Literacy ICG for the Literacy Research Association.

• List of figures/tables/images – Acknowledgments – When should a child be reading? – What are the phases of reading development? – How do you prepare for equitable reading instruction? – What can a reader do and how can you use assessment to guide practice? – How can you foster reading motivation? – How can you support agentic readers? – What can you do to strengthen phonemic awareness and phonics? – What can you do to strengthen decoding and fluency? – What can you do to strengthen students’ comprehension and vocabulary? – When a student starts middle school, now what? (disciplinary literacy) – Conclusion – Appendix A: Student interviews – Appendix B: Vocabulary plan – Index.

Margaret Vaughn, PhD, is a professor in the Department of Teaching and Learning at Washington State University. Her award-winning research addresses literacy teaching and research, teacher practice, and contemporary educational issues. As a former classroom teacher, she is an advocate for developing equitable schools and student agency. Dr. Vaughn collaborates with schools in the US and across the globe. Her notable books include Student Agency: Honoring Student Voice in the Curriculum, Accelerating Learning Recovery for All Students (with Seth Parsons), Principles of Effective Literacy Instruction, Grades K-5 (with Seth Parsons), and Teaching with Children’s Literature: Theory to Practice (with Dixie Massey).Dixie D. Massey teaches at Seattle Pacific University. Her research interests include teacher decision-making, the role of motivation in literacy learning, and the history of literacy instruction. She co-authored Teaching with children’s literature: From theory to practice with Margaret Vaughn. As an author and co-author, she contributed to the curriculum series such as Comprehension Strategies for World History and U.S. History in the Social Studies, Targeted Vocabulary Instruction, and the Seeds of Inquiry series published by The Social Studies School Services. Dr. Massey has served as a historian for the Literacy Research Association and the Association of Literacy Educators and Researchers. Currently, she chairs the History of Literacy ICG for the Literacy Research Association.

• List of figures/tables/images – Acknowledgments – When should a child be reading? – What are the phases of reading development? – How do you prepare for equitable reading instruction? – What can a reader do and how can you use assessment to guide practice? – How can you foster reading motivation? – How can you support agentic readers? – What can you do to strengthen phonemic awareness and phonics? – What can you do to strengthen decoding and fluency? – What can you do to strengthen students’ comprehension and vocabulary? – When a student starts middle school, now what? (disciplinary literacy) – Conclusion – Appendix A: Student interviews – Appendix B: Vocabulary plan – Index.