Listed by the National Council on Teacher Quality's 2020 Teacher Prep Review as one of 14 exemplary texts covering all five elements of effective reading instruction! Understand the science of reading and how to implement evidence–based instruction to increase the reading and writing achievement of pre-K–6 students, including those at risk for reading difficulties. Fully revised and updated, this core text covers the research base for structured literacy instruction and practical guidance on the essential components of literacy instruction: oral language, phonemic awareness, phonics, vocabulary, fluency, comprehension, handwriting, spelling, and writing. Woven throughout this new edition are proven strategies for applying explicit, systematic instruction, including affirmative and corrective feedback, active engagement, effective practice, and ongoing assessment of student progress. Practical features such as instructional activities, scripted demonstrations of lessons, and online resources give readers explicit examples of how to translate the research into classroom instruction. Engaging, pragmatic, and accessible, this book is an essential text for preservice teacher candidates and a valuable resource for experienced teachers, teacher educators, administrators, and other professionals involved in teaching foundational literacy skills. WHAT’S NEW: • New chapters focused on: assessment basics· standards to guide instruction · development of social-emotional skills and early language · advanced word study · English learners · supportive technology · role of reflection in planning instruction
• Revised chapters on: foundational skills of literacy acquisition and instruction to develop phonological and phonemic awareness · basic phonics · beginning and advanced handwriting, spelling, composition, and strategic writing · fluency · vocabulary · comprehension · disciplinary literacy · integrated lesson plans
• New features: Reflect boxes that encourage critical thought · multiple-choice Knowledge Assessment questions · revised Application Activities · vignettes, case studies, numbered text boxes, and sample activities and scripts
• Updated information on: structured literacy · data-based decision making · MTSS · metacognitive awareness · formal and informal assessments to guide instruction · standards-based instruction including the Common Core State Standards and the Knowledge & Practice Standards for Teachers of Reading ONLINE COMPANION MATERIALS: Online Resource Appendix addressing each topic, PowerPoint slides for each chapter, an answer key for the Knowledge Assessment questions, sample lesson plans, and sample syllabi for teacher educators. Table of Contents: About the Online Materials About the Editors About the Contributors About the Online Materials About the Editors About the Contributors Preface Acknowledgments
Section I An Introduction to Literacy Instruction and Assessment 1 Becoming an Effective Literacy Teacher Martha C. Hougen 2 Critical Components of Teaching Structured Reading Martha C. Hougen and Susan M. Smartt 3 Assessment Basics Susan M. Smartt 4 Using Standards to Guide Instruction Karin K. Hess 5 Foundational Skills for Literacy:Social-Emotional Skills and Language Development Vicki Gibson
Section II The Foundational Skills of Literacy Acquisition and Instruction 6 Oral Language and Listening Skill Development in Early Childhood Christie Cavanaugh 7 Phonological Awareness:A Critical Foundation for Beginning Reading Stephanie Al Otaiba, Miriam Ortiz, and Martha C. Hougen 8 Basic Phonics Carol Tolman, Martha C. Hougen, and Susan M. Smartt 9 Advanced Word Study Martha C. Hougen, Carol Tolman, and Susan M. Smartt 10 Beginning Handwriting, Spelling, and Composition Instruction Suzanne Carreker 11 Fluency Instruction Jan Hasbrouck and Martha C. Hougen 12 A Comprehensive Approach to Vocabulary Development Deborah K. Reed, Martha C. Hougen, and Susan M. Ebbers 13 Comprehension Instruction:Grades K–3 Darcy Dycha and Holly Tate Rocha 14 Reading Comprehension Instruction:Grades 4–6 Stephen Ciullo and Colleen Klein Reutebuch 15 Disciplinary Literacy Martha C. Hougen and Kristie Hotchkiss 16 Strategic and Meaningful Writing Instruction Joshua Wilson, Natalie G. Olinghouse, and Sally Valentino Drew
Section III Instructional Considerations to Enhance Effective Literacy Instruction 17 Literacy Instruction for English Learners Elsa Cárdenas-Hagan 18 Technology for Elementary Literacy Instruction Elaine A. Cheesman Moving Forward:The Role of Reflection in Planning Literacy Instruction Heather Haynes Smith and Susanne James Conclusion Ten Tips to Becoming an Effective Teacher Martha C. Hougen and Susan M. Smartt
Appendix A What to Include in Your Tutoring Toolbox Appendix B Directions for the Jigsaw Activity Appendix C Lesson Plan Template Appendix D List of Assessments, Screening, and Progress Monitoring Tools Appendix E Directions for a Sticky Board
Glossary References Index
About the Editors:
Martha Hougen, Ph.D. As a general and special education teacher, public school administrator, and university faculty member, Dr. Hougen has dedicated her work to improve the achievement of students who struggle with learning. She supports teacher educators, teacher candidates, classroom teachers, and specialists to implement the science of literacy. While working at the Meadows Center for Preventing Educational Risk at The University of Texas at Austin College of Education, Dr. Hougen led the Higher Education Collaborative (HEC). The HEC provided collaborative and professional development opportunities for teacher educators in literacy throughout Texas. She continued this work on a national scale with the Collaboration for Effective Educator Development, Accountability, and Reform Center (CEEDAR Center) at the University of Florida, working with state departments, institutes of higher education, and school districts. Currently, Dr. Hougen is a national consultant collaborating with state departments and institutes of higher education to improve educator preparation. She also serves on the board of The Center for Effective Reading Instruction. Dr. Hougen has contributed to numerous professional publications on literacy and teacher education, including two textbooks: The Fundamentals of Literacy Assessment & Instruction, Pre-K–6, 1st and 2nd editions (2012 and 2020) and The Fundamentals of Literacy Assessment & Instruction, 6–12 (2014). Susan M. Smartt, Ph.D. As a senior research associate at Vanderbilt University, Dr. Smartt engaged in research, writing, and teaching focused on improving teacher preparation in reading. Previously, she was a national literacy consultant with state departments, teacher preparation programs, and local school districts. Her work focused on facilitating school reform, implementing, reading intervention for low-performing schools, using data to inform practice, developing Response to Intervention initiatives, and implementing scientifically based literacy programs. Dr. Smartt owned and directed a reading clinic for more than 20 years in which she provided comprehensive psychoeducational assessments, dyslexia evaluations, and tutoring services. She has been a classroom teacher, a reading coach, a reading specialist, and a principal. She was an early contributor to the development of LETRS (Language Essentials for Teachers of Reading and Spelling) (Moats & Tolman, 2017) and past president of the Tennessee branch of the International Dyslexia Association. Her publications include journal articles, edited volumes, and books on research-based reading intervention and policy initiatives, including Next STEPS in Literacy Instruction: Connecting Assessments to Effective Interventions (Smartt & Glaser, 2010). Currently, Dr. Smartt tutors and provides advocacy services for students with dyslexia. | 
