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LINKS AND RESOURCES

Literacy Theorists

Click the grey boxes to visit the links!

  • A biography of the life of Marie Clay and the creation of the Reading Recovery Program 

  • An article written by Sharon Vaughn highlighting skills educators need to implement reading interventions for english language learners, how to implement reading interventions, how to conduct universal screening, and ways to monitor the progress of English Language Learners  

  • An outline of the Fountas & Pinnell Reading Collection, who it is for, what is included in the collection, and how it can be implemented in the classroom

  • An overview of the five different components to the reading and writing workshops: Minilessons, independent work time, conferring and small group work, mid-workshop teaching, and sharing 

  • An article written by David Pearson highlighting the four constructs in reading comprehension 

  • An article written by Richard L. Allington highlighting what really matters when you are working with struggling readers

  • The National Reading Panel Report created by Timothy Shanahan which includes areas such as phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies. This report outlines definitions, how to teach each area, and advice for educators teaching each area.

  • An article written by Lisa Moats outlining what educators should know and be able to do to support reading development 

  • A position paper about whole language  written by Kenneth and Yetta Goodman from the University of Arizona 

  • Outlines the origins, history, and core components and ideas of the Reggio Emilia philosophy 

REFERENCES

Allington, R. L. (2013). What really matters when working with struggling readers. The Reading Teacher, 66(7), 520-530. DOI:10.1002/TRTR.1154 

 

Fountas & Pinnell Literacy. (n.d.). The Fountas & Pinnell classroom guided reading collection. https://www.fountasandpinnell.com/fpc/guidedreading/

 

Gaffney, J. S., & Askew, B. (n.d.). Marie Clay. Reading Recovery. https://readingrecovery.org/reading-recovery/teaching-children/marie-clay/

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Goodman, K. S., & Goodman, Y. M. (1981). A whole-language, comprehension-centered reading program. https://files.eric.ed.gov/fulltext/ED210630.pdf

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Lucy Calkins & TCRWP Colleagues. (n.d.). The predictable 5-part workshop framework. https://www.unitsofstudy.com/framework 

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Moats, L. C. (n.d.). Teaching reading is rocket science. American Federation of Teaching. https://www.aft.org/ae/summer2020/moats 

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Pearson, P. D., & Liben, D. (n.d.). The progression of reading comprehension. https://docs.gatesfoundation.org/documents/literacyconveningprogressionofcomprehension.pdf 

 

Shanahan, T. (2005). The national reading panel report: Practical advice for teachers. https://files.eric.ed.gov/fulltext/ED489535.pdf 

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​Vaugh, S., & Ortiz, A. (n.d.). Response to intervention in reading for English language learners. LDonline. http://www.ldonline.org/article/37405/ 

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Whidden, C. (n.d.). Supporting literacy in LA class [PowerPoint Slides]. Blackboard @MHC. https://bb.mhc.ab.ca/

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