- Michael F. Opitz and Jenni L. Harding-DeKam Opitz, M.F., & Harding-DeKam, J.L. (2007, March). Understanding and Teaching English-Language Learners. The Reading Teacher, 60(6), 590–593. doi: 10.1598/RT.60.6.11 The authors review several professional resources designed to assist those working with students who are learning English. Click here to read the full text article if you are a member [...]
- Alfred W. Tatum Tatum, Alfred W. (2005). Teaching Reading to Black Adolescent Males: Closing the Achievement Gap. Portland, Maine: Stenhouse. In this book, Alfred Tatum brings varied experiences as a black male student, middle school teacher, reading specialist and staff developer all in urban settings across the nation and addresses the problem of racial achievement. [...]
- Karin Chenoweth Chenoweth, K. (2007) Uncovering Academic Success. Amerian Ecucator, Summer 2007. Karin an education writer/ editor and has visited several urban schools to find the ingredients that make urban schools both thoughtful places to learn and academically successful. This article is taken from her book It’s Being Done: Academic Success in Unexpected Schools where she shares stories [...]
- Kathy Ganske Ganske, K. (2000). Word Journeys: Assessment-Guided Phonics, Spelling, and Vocabulary Instruction. New York: Guilford Press. This book presents effective, appropriate word study isntruction based on assessment. Kathy begins with the Developmental Spelling Analysis (DSA), as one tool used to analyze students’ spelling development and orthographic knowledge. The authors then describe word study in classrooms and differentiate for student strengths and weaknesses. Click here to read more.
- Kathy Ganske Ganske, K. (2008). Mindful of Words: Spelling and Vocabulary Explorations 4-8 . New York: Guilford Press. In this book, Kathy offers suggestions for mastery of the following spelling and vocabulary skills: vowel patterns, syllable structure, syllable stress, consonant and vowel alternations, compound words, prefixes, suffixes, and word roots. Kathy tells stories about specific words and provides practical tips [...]
- David E. Freeman, and Yvonne S. Freeman Freeman, D.E., & Freeman Y.S. (2004). Essential Linguistics: What You Need to Know to Teach Reading, ESL, Spelling, Phonics, and Grammar. Portsmouth: Heinemann. In this book, David and Yvonne Freeman explain essential linguistic concepts showing the connections between linguistic theory and classroom practice. They demonstrate that the greater a teacher’s [...]
- Ellin Oliver Keene Keene, E.O. (2008).To Understand: New Horizons in Reading Comprehension. Portsmouth: Heinemann. In this book, Ellin Keene goes beyond cognitive strategy instruction focusing on the following: how strategies deepen comprehension, knowing what it is that you understand and also what conditions contribute to understanding. Ellin explains the dimensions and outcomes of understanding that highly [...]
- Edited by Reynaldo Ramirez, Yvonne S. Freeman, and David E. Freeman Ramirez, R., Freeman, Y.S., & Freeman, D.E, eds. (2008). Diverse Learners in the Mainstream Classroom: Strategies for Supporting ALL Students Across Content Areas–English Language Learners, Students with Disabilities, Gifted/Talented Students. Portsmouth: Heinemann. In Diverse Learners in Mainstream Classroms, the editors discuss differentiated classroom practices across content areas [...]
- Faye Brownlie, Catherine Feniak, and Leyton Schnellert Brownlie, F., Feniak, C, & Schnellert, L. (2006). Student Diversity: Classroom Strategies to Meet the Learning Needs of All Students. 2nd Edition. Markham, Ontario: Pembroke Publishers. This handbook differentiates student learning through assessment, collaboration and the discussion of classroom teaching practices for a wide range of student learning needs [...]
- Ken Pransky Pransky, K. (2008). Beneath the Surface: The Hidden Realities of Teaching Culturally and Linguistically Diverse Young Learners, K-6. Portsmouth: Heinemann. In Beneath the Surface, Ken Pransky creates a framework for thinking about culturally and linguistically diverse learners by addressing who CLD students are, relooking at learning processes and effective teaching practices that support 2nd language acquisition and teaching [...]
