A Reason to Read

Linking Literacy and the Arts

Eileen Landay and Kurt Wootton, foreword by Shirley Brice Heath

A Reason to Read is the culminating work of the ArtsLiteracy Project, an ambitious and wide-ranging collaborative that aims to promote literacy through rich and sustained instruction in the arts.

Adolescent Literacy

Edited by Jacy Ippolito, Jennifer L. Steele, and Jennifer F. Samson

Adolescent Literacy initially appeared as a special issue of the Harvard Educational Review. It explores key issues and debates in the adolescent literacy crisis, the popular use of cognitive strategies, and disciplinary and content-area literacy. Also examined are alternative forms of literacy, afterschool interventions, new instruction models for African American males, and the experiences of educators.

Adolescent Literacy

A Special Issue of the Harvard Educational Review

Edited by Jacy Ippolito, Jennifer L. Steele, and Jennifer F. Samson

The Harvard Educational Review Special Issue on Adolescent Literacy examines key issues and debates in the adolescent literacy crisis in an effort to move toward consensus around future research agendas and best practices.

Adolescent Literacy in the Era of the Common Core

From Research into Practice

Edited by Jacy Ippolito, Joshua Fahey Lawrence, and Colleen Zaller

Adolescent Literacy in the Era of the Common Core provides school leaders, teachers, and others with strategies and best practices for advancing adolescent literacy in the classroom.

Investigating Disciplinary Literacy

A Framework for Collaborative Professional Learning

Christina L. Dobbs, Jacy Ippolito, and Megin Charner-Laird, Foreword by Elizabeth A. City

Investigating Disciplinary Literacy provides practical, research-based guidance for teachers seeking to strengthen students’ reading, writing, and communication skills in subjects from the humanities to the sciences. The authors present a framework for conducting professional development cycles based on disciplinary literacy-related learning and district-based research projects they have conducted over the past five years.

Manga High

Literacy, Identity, and Coming of Age in an Urban High School

By Michael Bitz, Foreword by Françoise Mouly

Based on a four-year study, Manga High explores the convergence of literacy, creativity, social development, and personal identity in one of New York City’s largest high schools.

Perspectives on Language and Literacy

Beyond the Here and Now

Edited by Sarah W. Beck and Leslie Nabors Olah

This important book includes sections on cognitive and developmental approaches to language and literacy acquisition, sociocultural approaches to language and literacy, crosslinguistic and bilingual issues in language and literacy, and critical perspectives on language and literacy education.

Reading and Literacy

HEL Focus Series No. 5

Edited by Nancy Walser

The HEL Focus Series brings together concise and carefully researched articles on current issues in education. Each collection provides educators, administrators, policymakers, and parents with a balanced look at research and practice in a specific area.

Teaching with Literacy Programs

Equitable Instruction for All

Patricia A. Edwards, Kristen L. White, Laura J. Hopkins, and Ann M. Castle

A step-by-step guide to developing equitable literacy instruction by adapting curriculum to support diverse learners.
 
In Teaching with Literacy Programs, Patricia A. Edwards, Kristen L. White, Laura J. Hopkins, and Ann M. Castle present a model that allows educators to address educational inequity through the critical and adaptive use of existing literacy curriculum materials. In this accessible work, they advise educators on ways to combine common classroom materials, such as basal readers and core reading programs, with instructional practices that provide high-quality, responsive instruction to all students. 
Available October 2023

The Most Reasonable Answer

Helping Students Build Better Arguments Together

Alina Reznitskaya and Ian A. G. Wilkinson, Foreword by Catherine E. Snow

The Most Reasonable Answer is an innovative and comprehensive guide to engaging students in inquiry dialogue—a type of talk used in text-based classroom discussions. During inquiry dialogue, students collectively search for the most reasonable answers to big, controversial questions, and, as a result, enhance their argumentation skills and develop a deep understanding of the texts they read. Based on years of research and work in nearly fifty classrooms, this book is an essential resource for educators looking for new ways to teach critical thinking and engage students in high-quality discourse.