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| List of Figures | |
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| Preface | |
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| About the Authors | |
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| Reading Specialists and Literacy Coaches: Leadership in School | |
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| Examining the Historical Context for Teaching Reading | |
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| Learning Goals | |
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| Standards for Reading Professionals: Reading Specialists/Literacy Coaches | |
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| Vignette | |
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| Why Change? | |
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| Exploring Reading Instruction Over Time | |
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| Teaching Reading in the Twenty-First Century | |
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| The Evolution of the Reading Specialist and Literacy Coach | |
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| Revisiting the Vignette | |
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| Points to Remember | |
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| Portfolio Projects | |
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| Recommended Readings | |
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| Notes | |
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| Analyzing, Discovering, and Creating a Literacy Vision | |
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| Learning Goals | |
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| Standards for Reading Professionals: Reading Specialists/Literacy Coaches | |
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| Vignette | |
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| Culturally Responsive Literacy Programs: Asking New Questions | |
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| Establishing the Literacy Team | |
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| Literacies and Communities: Asking New Questions | |
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| Developing a Written Vision Statement | |
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| Aligning Beliefs with Standards | |
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| Revisiting the Vignette | |
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| Points to Remember | |
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| Portfolio Projects | |
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| Recommended Readings | |
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| Determining a School's Literacy Needs and Developing a Plan | |
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| Learning Goals | |
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| Standards for Reading Professionals: Reading Specialists/Literacy Coaches | |
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| Vignette | |
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| Assessing the School Literacy Program Needs | |
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| Creating the Comprehensive Two-Year Plan/Grid | |
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| Revisiting the Vignette | |
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| Points to Remember | |
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| Portfolio Projects | |
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| Recommended Readings | |
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| Matching Context to Students: Assessment as Inquiry | |
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| Learning Goals | |
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| Standards for Reading Professionals: Reading Specialists/Literacy Coaches | |
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| Vignette | |
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| The Reading Specialist's Role in Assessment | |
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| Contextualized Assessment | |
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| Implications for Developing a Schoolwide Assessment Program | |
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| Implications for Developing Districtwide Assessment Programs | |
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| Revisiting the Vignette | |
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| Points to Remember | |
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| Portfolio Projects | |
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| Recommended Readings | |
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| Adapting Instruction to Learners' Needs: Framing Literacy Intervention | |
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| Learning Goals | |
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| Standards for Reading Professionals: Reading Specialists/Literacy Coaches | |
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| Vignette | |
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| Providing an Appropriate Learning Environment | |
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| Framing Literacy Intervention | |
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| Literacy and Programming Considerations for Students with Physical Limitations | |
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| Revisiting the Vignette | |
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| Points to Remember | |
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| Portfolio Projects | |
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| Recommended Readings | |
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| Addressing Issues of Culture and Language | |
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| Learning Goals | |
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| Standards for Reading Professionals: Reading Specialists/Literacy Coaches | |
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| Vignette | |
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| Issues of Culture | |
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| Supporting Language and Literacy Development for English Learners | |
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| Revisiting the Vignette | |
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| Points to Remember | |
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| Portfolio Projects | |
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| Recommended Readings | |
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| Reading Specialists and Literacy Coaches: Leadership in Curriculum Development | |
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| Implementing a Comprehensive Literacy Program in the Elementary School | |
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| Learning Goals | |
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| Standards for Reading Professionals: Reading Specialists/Literacy Coaches | |
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| Vignette | |
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| The Reading and Language Arts Curriculum in the Elementary School | |
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| Revisiting the Vignette | |
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| Points to Remember | |
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| Portfolio Projects | |
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| Recommended Readings | |
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| Notes | |
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| Implementing a Reading Program in Middle and Secondary Schools | |
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| Learning Goals | |
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| Standards for Reading Professionals: Reading Specialists/Literacy Coaches | |
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| Vignette | |
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| Adolescent Literacy: Issues and Perspectives | |
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| What Adolescent Learners Need | |
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| Characteristics of Effective Literacy Programs in Middle and Secondary Schools | |
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| The Role of the Reading Specialist/Literacy Coach in Shaping the Adolescent Literacy Program | |
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| Revisiting the Vignette | |
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| Points to Remember | |
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| Portfolio Projects | |
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| Recommended Readings | |
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| Selecting and Evaluating Instructional Materials and Technology Resources | |
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| Learning Goals | |
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| Standards for Reading Professionals: Reading Specialists/Literacy Coaches | |
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| Vignette | |
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| The Textbook and Instructional Materials Adoption Process | |
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| Guidelines for Selecting Instructional Materials for Reading and Language Arts | |
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| Working with Publishers and Sales Representatives | |
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| After the Adoption: Implementation | |
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| Technology and Literacy | |
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| The Media and Critical Literacy | |
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| Revisiting the Vignette | |
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| Points to Remember | |
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| Portfolio Projects | |
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| Recommended Readings | |
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| Notes | |
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| Reading Specialists and Literacy Coaches: Leadership Through Mentoring, Supervision, and Professional Development | |
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| Serving as an Elementary, Secondary, or District-Level Literacy Coach | |
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| Learning Goals | |
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| Standards for Reading Professionals: Reading Specialists/Literacy Coaches | |
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| Vignette | |
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| School and District Roles of Literacy Coaches and Reading Specialists | |
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| The Literacy Coach: Exploring Six Models | |
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| Models for Literacy Coaches and Reading Specialists | |
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| Dealing with Negative People and Learning from Your Mistakes | |
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| Supervising Reading Specialists | |
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| Study Groups | |
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| Saving the Best for Last: Beginning the Job of Literacy Coach | |
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| Revisiting the Vignette | |
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| Points to Remember | |
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| Portfolio Projects | |
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| Recommended Readings | |
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| Note | |
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| Planning and Providing Professional Development | |
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| Learning Goals | |
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| Standards for Reading Professionals: Reading Specialists/Literacy Coaches | |
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| Vignette | |
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| Professional Development: The Past and the Present | |
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| Creating a Professional Development Plan | |
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| Planning and Delivering In-Services, Workshops, and Conference Presentations | |
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| Revisiting the Vignette | |
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| Points to Remember | |
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| Portfolio Projects | |
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| Recommended Readings | |
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| Reading Specialists and Literacy Coaches: Leadership Through Advocacy | |
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| Working with Families and Adult Literacy | |
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| Learning Goals | |
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| Standards for Reading Professionals: Reading Specialists/Literacy Coaches | |
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| Vignette | |
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| Family Literacy | |
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| Adult Literacy | |
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| The Role of Reading Specialists in Family and Adult Literacy Programs | |
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| Revisiting the Vignette | |
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| Points to Remember | |
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| Portfolio Projects | |
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| Recommended Readings | |
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| Moving the Field Forward as Leaders, Researchers, and Advocates | |
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| Learning Goals | |
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| Standards for Reading Professionals: Reading Specialists/Literacy Coaches | |
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| Vignette | |
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| Continuing the Professional Journey | |
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| Involvement in Professional Organizations | |
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| Writing Successful Grant Proposals | |
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| Role of the Reading Specialist/Literacy Coach in Supporting Classroom Research | |
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| The Reading Specialist and Literacy Coach as Literacy Advocates | |
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| Revisiting the Vignette | |
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| Points to Remember | |
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| Portfolio Projects | |
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| Recommended Readings | |
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| Appendixes | |
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| Literacy History Prompts | |
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| Examples of Two Schools' Vision Statements | |
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| Standards-Based Curriculum Framework | |
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| Sample Needs Assessment Survey | |
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| Sample Needs Assessment Summary | |
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| Sample Two-Year Plan/Grid | |
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| Learner Assessment Profile (LAP) | |
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| Classroom Assessment Profile | |
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| IRA Position Statement: Teaching All Children to Read: The Roles of the Reading Specialist (2000) | |
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| Standards for Reading Professionals-Revised 2003 Professional Standards and Ethics Committee of the International Reading Association | |
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| References | |
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| Index | |