Cultivating the Reader and Writer
Teaching Literacy as an Integrated Science
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Product details:
- Edition number 1
- Publisher Guilford Press
- Date of Publication 23 June 2026
- ISBN 9781462562664
- Binding Paperback
- No. of pages334 pages
- Size 254x178 mm
- Language English 700
Categories
Short description:
From a preeminent literacy scholar, this book provides a research-based framework to guide teachers on how the sciences of reading and writing can be merged to strengthen instruction in both areas.
MoreLong description:
From a preeminent literacy scholar, this book provides a research-based framework to guide teachers on how the sciences of reading and writing can be merged to strengthen instruction in both areas. Young-Suk Grace Kim explains the essential skills and mechanisms that underpin reading and writing and describes ways to leverage their interconnections to accelerate student learning. The book offers comprehensive coverage of both theory and research, identifying underlying principles and demonstrating how to translate this knowledge into effective classroom practices in grades K-12. Differentiated instruction is emphasized throughout, and applications for diverse learners--including bilingual students and those with learning difficulties--are given explicit attention. Chapter-opening Guiding Questions and Classroom Connections boxes throughout enhance the book's utility as a course text and professional development resource.
"Kim somehow manages to completely dissect the intricacies of reading and writing development while bringing all elements into a cohesive narrative of what it means to help students become literate. Teacher preparation programs should absolutely use this book to help new educators understand the complexities and implications of their instruction. Educators who are new to reading science need this book to ensure that they are skillfully integrating instruction to maximize their impact and produce socially significant outcomes for all learners. This book is just what the field needs right now."--Leslie Zoroya, MA, Project Director, Reading/Language Arts, Los Angeles County Office of Education
"Learning to read and write are complex, interdependent processes. This book emphasizes the importance of learning and teaching foundational skills, including oral language skills, as the basis for developmentally appropriate instruction in both reading and writing. Kim also addresses the important roles of socioemotional factors and executive functioning in literacy development, as well as the assets that multilingual learners bring to their learning. I recommend this book for graduate-level courses in literacy development. Readers will benefit from the thorough presentation of both seminal and current research on literacy development, multilingual learning, differentiating instruction, and assessment. Throughout, Kim provides classroom connections, giving practitioners concrete strategies for implementing research-based instruction."--Pamela A. Mason, EdD, Chair, Literacy and Languages Concentration, Harvard Graduate School of Education
"Brilliantly bridges the research–practice gap by presenting literacy development through an integrated, evidence-based framework that moves beyond fragmented skill instruction. Kim's accessible synthesis of multiple frameworks for reading and writing makes complex developmental science not just understandable but actionable for practitioners. This book is essential for teacher educators, literacy coaches, graduate students in reading education or communication sciences and disorders, and anyone who cares deeply about literacy outcomes."--Tiffany P. Hogan, PhD, CCC-SLP, Department of Communication Sciences and Disorders, MGH Institute of Health Professions
“This book provides a much-needed corrective to the longstanding treatment of reading and writing as separate and siloed. Kim reminds us that reading and writing emerge from a shared foundation in oral language--success or struggle in one does not occur without the other and cannot be understood in isolation. This book is an essential contribution with important implications for theory, research, policy, and practice."--Timothy N. Odegard, PhD, Department of Psychology, Middle Tennessee State University-
Table of Contents:
Foreword, Steve Graham
I. The Science of Reading
1. Reading Products, Processes, and Component Skills and Knowledge
2. Direct and Indirect Effects Model of Reading
3. Structural Relations among Skills and Knowledge According to DIER
4. Implications of DIER
5. Application of DIER to Diverse Learners
II. The Science of Writing
6. Writing Products, Processes, and Component Skills and Knowledge
7. Direct and Indirect Effects Model of Writing
8. Structural Relations among Skills and Knowledge According to DIEW
9. Implications of DIEW: Supporting All Students to Become Power Writers
10. Application of DIEW to Diverse Learners
III. The Science of Reading−Writing and Writing−Reading Connections
11. Reading−Writing Relations: Theoretical Framework
12. Implications of Reading−Writing Relations According to the Interactive Dynamic Literacy Model
IV. The Science of Learning and Teaching: Principles for Effective Literacy Instruction
13. Theory- and Evidence-Based Assessment and Teaching Approaches: What and How
14. Durable Robust Learning
References
Index
