Donna Ogle is Professor of Education at National-Louis University in Chicago, , Illinois, and is actively involved in research and professional development within the US and internationally. She is senior consultant to the Chicago Striving Readers Research Project,  is a director of the Chicago Literacy Instruction Partnership (CLIP) and is co-director of the Reading Leadership Institute.  , She also serves as a literacy consultant internationally, including Critical Thinking International and Somos Maestros in Mexico.  Donna is also on the editorial review boards of The Reading Teacher,  the Journal of Adolescent and Adult Literacy, and the LRA Yearbook.  She is the author of many books, book chapters, and professional articles .  Her recent books include Partnering for Content Literacy: PRC2 in Action (Perason),  Engaging in the Language Arts: Exploring the Power of Language (with J. Beers, Pearson) and Reading Comprehension: Strategies for Independent Learners (with C. Blachowicz, Guilford).  Donna is a past  president of the International Reading Association (IRA) and an elected member of the Reading Hall of Fame. .

Alan Crawford is Emeritus Professor of Education at California State University, Los Angeles. He is Past President of the California Reading Association and has done extensive teaching, consulting, and writing on teaching reading in the elementary school, especially for English language learners. Alan has written curriculum for teaching reading in Spanish and serves on the Editorial Review Board of Lectura y Vida. He served as IRA’s representative to UNESCO for many years, and was a Senior Literacy Specialist at UNESCO in Paris during International Literacy Year (1989-1990). He is a director of Critical Thinking International. He frequently presents workshops on a volunteer basis for international development projects in Latin America, Europe, Asia, and Africa.

Penny Frepponis professor of education at the University of Cincinnati. Her professional work has focused on workshop-based and literature-rich instruction that attends to children’s skill development, as well as working with teachers of young children, especially in urban classrooms. She works with Ohio teachers in a state-wide professional development project and is a member of Critical Thinking International. Those who are afraid that current trends in reading instruction run the risk of dismantling much that is good in child-centered instruction will be much encouraged by Dr. Freppon’s thoughtful attention to skills in the context of meaning-centered instruction.

Chapter 1: Approaches to Teaching ReadingAnticipation Guide

Chapter 2: The Social and Cultural Contexts for Teaching All Children to Read

Chapter 3: What Reading Teachers Need to Know About Language

Part 2: Aspects of Reading

Chapter 4: Emergent Literacy

Chapter 5: Phonics and Word Knowledge

Chapter 6: Helping Readers Build Fluency and Vocabulary

Chapter 7: Comprehension: Understanding and Responding to Narrative Texts

Chapter 8: Comprehension: Understanding and Learning with Informational Texts

Chapter 9: Critical Thinking and Critical Literacy

Chapter 10: Teaching Children to Write

Chapter 11: Assessing Literacy

Part 3: Organizing and Managing the Literacy Program

Chapter 12: Putting Effective Literacy Instruction into Practice: Grades K to 2

Chapter 13: Putting Effective Literacy Instruction into Practice: Grades 3 to 5

Chapter 14: Putting Effective Literacy Instruction into Practice: Grades 6 to 8

Chapter 15: Models and Strategies for Teaching ESL and for Teaching Reading in the Mother Tongue

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