AVAILABLE TITLES :

Moore, David W., Alvermann, Donna E., Hinchman, Kathleen A. (Editors). 2000.
Struggling Adolescent Readers: A Collection of Teaching Strategies.
Newark, DE: International Reading Association.
Help your students break the cycles of failure that struggling adolescent readers often experience. Compilation of articles from the Journal ofAdolescent & Adult Literacy presents ways to inspire these students to be resilient and take charge of their learning.

Braunger, Jane, Lewis, Jan Patricia. 1997.
Building a Knowledge Base in Reading.
Newark, DE: International Reading Association.
Excellent summary of research on how children learn to read, providing a baseline for helping student meet today's higher standards.

Braugner, Jane, Lewis, Jan Patricia. 1999.
Using the Knowledge Base in Reading: Teachers at Work.
Newark, DE: IRA.
Authors present teachers in grades K-6 whose work illustrates research-based principles of how children learn to read and write, and the environments that support literacy learning. Vignettes reflect 13 core understandings about learning to read that are introduced in the companion volume above.

Barone, Diane. 1999.
Resilient Children: Stories of Poverty, DrugExposure and Literacy Development.
Newark, DE: IRA.
The author defines and examines assumptions about children who were prenatally exposed to crack/cocaine and who have other risk factors that may negatively affect their literacy development. By displacing the existing myths about "crack babies," teachers and parents are able to support learning and see these children as successful learners.

Strickland, Dorothy S. 1998.
Teaching Phonics Today: A Primer for Educators.
Newark, DE: IRA.
Author addresses educators who seek to establish sound instructional practices that value phonics as an important tool for understanding and using written language. Deals with issues around phonics and provides suggestions for helping children learn to use phonics as a key component of their overall reading development.

Reading Team Package:
1. Morrow, Lesley Mandel, Walker, Barbara J. 1997.
The Reading Team: A Handbook for Volunteer Tutors K-3.
Newark, DE: IRA.
Volunteer tutors will find that handbook an essential source of hands-on information about tutoring process. How to motivate students to learn, how to structure and implement tutoring sessions and how to record progress and evaluate both students and themselves.
2. Walker, Barbara, J, Morrow, Lesley Mandel. 1998.
Tips for the Reading Team: Strategies for Tutors.
Newark, DE: IRA.
Classroom tested tips in response to the America Reads Challenge and growing emphasis on using volunteer tutors.
3. Walker, Scherry, Morrow. 1999.
Training the Reading Team: A Guide for Supervisors of a Volunteer Tutoring Program.
Newark, DE: IRA.
Based on a successful model developed by one of the authors, the book provides easy-to-reproduce overheads, handouts, a script of activities for tutors in training sessions.

Spear-Swerling, Louise, Sternberg, Robert J. 1996.
Off Track: When Poor Readers Become "Learning Disabled".
Newark, DE: IRA.
The authors identify the dangers of labeling children as reading or learning disabled, and present a new theoretical model of reading disability that integrates a wide variety of findings across age and grade spans. Describes four ways in which disabled readers may stray from the path.

Pinnell, Gay Se, Fountas, Irene C., 1997.
Help America Read: A Handbook for Volunteers.
Portsmouth, NH: Heinemann.
As a volunteer you can be certain you are providing instruction based upon sound research. Learn how to gain children's trust, monitor their comfort level and create a positive learning environment.

Pinnell, Gay Su, Fountas, Irene C., 1997.
Help America Read: Coordinator's Guide.
Portsmouth, NH: Heinemann.
How to run an effective volunteer program by providing strong leadership, solid training and careful monitoring.

Calkins, Lucy McCormick, Harwayne, Shelley. 1991.
Living Between the Lines.
Portsmouth, NH: Heinemann.
This book invites readers to bring new life into the reading-writing workshop. Included are chapters on establishing courses of study in which children read and write memoir, picture books and nonfiction. Loaded with practical ideas.

Atwell, Nancie. 1998.
In the Middle: New Understandings About Writing, Reading, and Learning, 2nd Edition.
Portsmouth, NH: Heinemann.
Much new material in this 2nd edition including chapters on genres, evaluation and the teacher as writer. To be found are list of several hundred minilessons, new expectations for writing and reading workshops and new systems for record keeping.

Harwayne, Shelley. 1999.
Going Public: Priorities and Practice at the Manhattan New School.
Portsmouth, NH: Heinemann.
From this school comes concepts and practice that could change the education of our country. From this remarkable school we learn to see administration, teaching and learning in a new light.

Harwayne, Shelley. 1992.
Lasting Impressions: Weaving Literature into the Writing Workshop.
Portsmouth, NY: Heinnemann.
Filled with real stories of real kids. Harwayne explores the diverse roles literature plays in writing workshop.

Ohanian, Susan. 1999.
One Size Fits Few The Folly of Educational Standards.
Portsmouth, NH: Heinemann.
This book is a sharp, pointed pin with which to deflate the overblown pro-Standards movement. In her hilarious, unsparing, and often touching narrative, Ohanian, a teacher and author, recounts her quest to make sense of the Standards movement.

Coles, Gerald. 2000.
Misreading Reading: the Bad Science that Hurts Children.
Portsmouth, NH: Heinemann.
This book deals with reading research, the conclusions that are reached, and asks, "Are these conclusions accurate?" Each chapter summarizes a claim and presents a major criticism of the research.

Hoyt, Linda. 1999.
Revisit, Reflect, Retell: Strategies for Improving Reading Comprehension.
Portsmouth, NH: Heinemann.
Offering support across a range of genres and learning styles, this highly practical collection of more than 130 strategies and 90 reproducibiles a the perfect resource for any teaching attempting to evoke high-quality responses to literature.

Orpitz, Michael F., Rasinski, Timothy V. 1998.
Good-Bye Round Robin: Twenty-five Effective Oral Reading Strategies.
Portsmouth, NH: Heinemann.
This is the first book of its kind, offering teachers a new alternative to traditional round robin reading - an outmoded practice that often prohibits rather than facilitates the ability to read. The authors demonstrate how to use oral reading to help students develop comprehension, share information, and discover effective reading strategies.

Calkins, Lucy McCormick. 1994.
The Art of Teaching Writing.
(New Edition). Portsmouth, NH: Heinemann.
Respecting and responding to the questions that have arisen as thousands of teachers establish writing workshops in their classroom, and drawing upon the latest knowledge in the field, Calkins has re-thought every line and every facet of her original text. Included are new chapters on assessment, thematic studies, writing throughout the day, reading-writing relationships, publication, curriculum development, non-fiction writing and home/school connections.

Wilks, Susan. 1995.
Critical and Creative Thinking: Strategies for Classroom inquiry.
Portsmouth, NH: Heinemann.
Wilks advocates a supportive and nurturing environment, a 'community of inquiry', which fosters reasoning and critical thinking. Better questioning, greater participation and more open discussion lead to positive changes where children learn to value independent and autonomous thinking.

Hall, Nigel and Robinson, Anne. 1996.
Learning About Punctuation.
Portsmouth, NH: Heinemann.
How people learn to understand punctuation is one of the most neglected topics in the field of literacy. This timely book is the first ever to address the issues associated with how people, especially children, make sense of punctuation. Many helpful examples from both teachers and children.

Hall, Nigel and Robinson, Anne. 1995.
Looking at Literacy: Using Images of Literacy to Explore the World of Reading and Writing.
Portsmouth, NH: Heinemann. The authors have gathered together illustrations of people engaging in the activity of reading and writing from books, postcards and posters. They examine a large range of ideas for developing writing activities based on the messages in the images. Geared to K-3rd.

McClain, Anita and Rama, Carrol.
Guiding Reading and Writing in the Content Area.
Kendall-Hunt Authors share many ideas to help in the middle school and high school reading and writing curriculum.

Phinney, Margaret. 1988.
Reading with the Troubled Reader.
Portsmouth, NH: Heinnemann.
A hook to help you diagnose and help students who struggle with reading.

Harris, Violet, ed. 1993.
Teaching Multicultural Literature.
Norwood, MA: Christopher Gordon.
Suggestions for finding and using books that relate to African-American, Asian, Native American, Puerto Ricans, and Mexican-American cultural experiences. Book list.

Stires, Susan, ed. 1991.
With Promise: Redefining Reading and Writing for "Special" Students.
Portsmouth, NH: Heinnemann.
Author describes positive environments for learning, supportive communities for learners and holistic process approaches to reading and writing.

Harvey, Stephanie and Goudvis, Anne. 2000.
Strategies that Work: Teaching Comprehension to Embrace Understanding.
York, Maine: Stenhouse.
Recommended at ORA Conference, this hook is full of suggestions to help K-8 students think when they read.

Moss, Joy F 1994.
Using Literature in the Middle Grades: A Thematic Approach.
Norwood, MA: Christopher Gordon.
Each chapter features a literature unit which is organized around a topic, genre, literary theme or narrative element and which integrates con-tent with language arts.

Hoyt, Linda. 2000.
Snapshots: Literacy Minilessons Up Close.
Portsmorrth, NH: Heinnemann.
Linda covers oral reading, guided reading, inde-pendent reading and writing with 170 of her best minilessons, fiction and non-fiction.

Hickman, Cullinan and Hepler. 1994.
Children's Literature in the Classroom: Extending Charlotte's Web.
Norwood, MA: Christopher Gordon.
Twelve articles include listing of much of the best in children's literature, how to make connections with children and many literature cen-tered activities.

Wilde, Sandra. 1992.
You Kan Red This: Spelling and Punctuation for Whole Language Classrooms, K-6.
Portsmouth, NH: Heinnemann.
A blend of theory, research and many practical teaching ideas, including sample minilessons.

Fisher, Bobbi. 1995.
Thinking and Learning Together: Curriculum and Community in a Primary Classroom.
Portsmouth, NH: Heinnemann.
The author helps you organize a classroom where the teacher demonstrates and children participate in all areas of the curriculum. Each chapter is filled with classroom examples.