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Improving Literacy Instruction With Classroom Research

Theresa A. Deeney
€82.99
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A01=Theresa A. Deeney
Action research
Author_Theresa A. Deeney
Category=JNU
Category=YPCA
Comprehension
Data
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eq_nobargain
eq_non-fiction
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Fluency
Language arts
Literacy
Phonemic awareness
Reading
Reflection
Teacher inquiry
Teacher research
Vocabulary

Product details

  • ISBN 9781412940887
  • Weight: 540g
  • Dimensions: 177 x 254mm
  • Publication Date: 20 Jan 2009
  • Publisher: SAGE Publications Inc
  • Publication City/Country: US
  • Product Form: Hardback
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Description

"Filled with reflective questions, keen insights, and helpful resources, this engaging book supports both novice and veteran classroom researchers. At the heart of all of the research is how best to support, engage, and extend learners. As teachers read the clearly delineated steps, they will be energized to confidently engage in their own classroom research."
—Cheryl L. Dozier, Assistant Professor
University at Albany, State University of New York

Implement classroom research to develop effective practices in literacy instruction!

Teaching reading skills effectively can be a complex and challenging process for many educators. Theresa A. Deeney provides a detailed primer that illustrates how to create and implement classroom research projects focused on assessing and strengthening literacy instruction.

Improving Literacy With Classroom Research presents a comprehensive overview of the classroom research cycle, which involves noticing a problem, initiating an inquiry, planning for and implementing change, analyzing and reflecting on the results, and developing an action plan. The author includes:

  • Guidelines, charts, tables, and information to help educators initiate their own projects
  • Recommendations for collecting and analyzing data
  • Research about five core areas of reading instruction—phonemic awareness, phonics, fluency, vocabulary, and comprehension
  • Examples of authentic teacher research projects focused on literacy skills and instructional practices

This guide shows how to use teacher inquiry and reflection to bring about significant improvements in literacy instruction.

About Theresa A. Deeney
Theresa A. Deeney is associate professor of reading education and coordinator of the graduate reading program at the University of Rhode Island. After finishing her own teacher preparation in elementary and special education, she began her career as a special education teacher. She then went on to receive an MEd in educational administration, and served as a school principal. Over twenty years, she served as a teacher, principal, reading specialist, and consultant in urban schools in Massachusetts, New Hampshire, and California. Prior to her appointment at the University of Rhode Island, she coordinated a large-scale research project at Boston University and at the Center for Reading and Language Research at Tufts University. She taught graduate courses in reading at Lesley College, Harvard Graduate School of Education, and Boston College. In 1997, she received her EdD in reading, language, and learning disabilities from the Harvard Graduate School of Education. She currently works closely with teachers on classroom research and inquiry practices that further their own professional development, and has forged school district-university partnerships focused on teacher professional development. In 2007, she received the Outstanding Outreach award from the College of Human Science and Services at the University of Rhode Island for her work with urban teachers. Her research and teaching focus on teacher education and reflective teaching practices, including classroom research.

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