Teacher educators and advanced graduate students in K-8 literacy, school administrators and staff developers, literacy coaches, and literacy researchers. Serves as a supplement in such courses as Curriculum and Pedagogy in Teacher Education, Professional Development in Literacy, Organization and Supervision of Reading Programs, Literacy Leadership, and Educational Leadership.

Deborah G. Litt, PhD, is Associate Professor of Education at Trinity University in Washington, D.C., where she directs the Reading Program and teaches courses in literacy learning, instruction, and assessment to preservice and inservice teachers. Earlier in her career she worked as an independent consultant introducing Writer's Workshop to schools in the D.C. metropolitan area, and then for ten years as a Reading Recovery teacher and reading specialist in Title 1 schools. Her current research interests include emergent and early reading, reading difficulties, and literacy teacher education.

Susan D. Martin, PhD, is Professor in the Literacy Department at Boise State University. She has taught a range of literacy courses, including courses dedicated to writing/writing instruction at undergraduate and graduate levels. She was an elementary classroom teacher for eighteen years and still spends one day a week in a partner school, working with teacher candidates, mentor teachers, and others. Her research interests include writing teacher education, classroom writing instruction, and self-study of her teacher education practices.

Nancy A. Place, PhD, is Associate Professor of Education and Associate Director of the Education Program at University of Washington, Bothell. Over the course of nearly 30 years she has been a classroom teacher, Reading Recovery teacher, coach, and district curriculum specialist. She currently teaches courses on literacy development and instruction and assessment, and facilitates groups of candidates seeking National Board certification. Her research interests include preservice and inservice teacher education and emergent literacy.

1. Foundational Knowledge about Literacy
2. Word-Level Processes
3. Text-Level Processes
4. Writing Processes, Instruction, and Assessment
5. Creating Learning Environments That Support Literacy Learning
6. New Literacies, with Lee Ann Tysseling
7. Differentiation for Diversity
8. Assessment
Conclusion: Themes and Implications for Practice
References
Index