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by Susan B. Neuman (Editor), Melanie R. Kuhn (Editor), Sharon Vaughn (Foreword by)
From foremost authorities, this needed work demonstrates the importance of a science of literacy perspective for teaching and learning beyond the primary grades. Contributors present cutting-edge research on reading and writing development in grades 3-8 and review evidence-based classroom practices and professional learning frameworks. The Handbook explores how to support upper elementary and middle grades learners in improving morphological knowledge and vocabulary, understanding text complexity, and building comprehension. It describes effective ways to meet the instructional needs of struggling readers and writers, including multilingual students and those with learning disabilities. Timely topics include multi-tiered systems of support, student motivation and engagement, adaptive teaching, digital and multimodal literacies, and culturally responsive and sustaining practices.
Author Biography
Susan B. Neuman, EdD, is Professor of Teaching and Learning at New York University. Previously, she was Professor at the University of Michigan and served as the U.S. Assistant Secretary for Elementary and Secondary Education, in which role she established the Early Reading First program and the Early Childhood Educator Professional Development Program and was responsible for all activities in Title I of the Elementary and Secondary Education Act. Dr. Neuman has served on the boards of directors of the International Literacy Association and numerous other nonprofit organizations, and as coeditor of Reading Research Quarterly. She has received two lifetime achievement awards for research in literacy development and is a member of the Reading Hall of Fame and a Fellow of the American Educational Research Association. She has published over 100 articles and numerous books.
Melanie R. Kuhn, PhD, is Professor and Jean Adamson Stanley Faculty Chair in Literacy at the Purdue University College of Education. Her primary focus has been on reading fluency and how best to support its development. In addition, her research interests include literacy instruction for struggling readers and comprehension and vocabulary development. Dr. Kuhn's instructional experience includes clinic work, directing reading interventions, and teaching in the Boston Public Schools. She served as a member of the Literacy Research Panel for the International Literacy Association and as a board member for the Literacy Research Association. Dr. Kuhn has written or edited several books, along with numerous journal articles and book chapters. She moderates the website thereadingforum.com.
