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2014 ASCD Conference on Educational Leadership

2014 ASCD Conference on Educational Leadership

October 31–November 2, 2014, Orlando, Fla.

Learn the secrets to great leadership practices, and get immediate and practical solutions that address your needs.



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Creating Literacy-Rich Schools for Adolescents

by Gay Ivey and Douglas Fisher

Table of Contents


Allen, J. (2000). Yellow brick roads: Shared and guided paths to independent reading 4–12. York, ME: Stenhouse.

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Allington, R. L. (2002b, November). You can't learn much from books you can't read. Educational Leadership, 60(3), 16–19.

Allington, R. L. (2004, March). Setting the record straight. Educational Leadership, 61(6), 22–25.

Allington, R. L., & Johnston, P. H. (Eds.). (2002). Reading to learn: Lessons from exemplary fourth-grade classrooms. New York: Guilford Press.

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Bean, R. (2003). The reading specialist: Leadership for the classroom, school, and community. New York: Guilford Press.

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Bean, R., Swan, A., & Knaub, R. (2003). Reading specialists in schools with exemplary programs: Functional, versatile, and prepared. The Reading Teacher, 56, 446–454.

Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2003). Words their way (3rd ed.). Upper Saddle River, NJ: Merrill/ Prentice Hall.

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Bomer, R. (1999). Conferring with struggling readers: The test of our craft, courage, and hope. The New Advocate, 12, 21–38.

Brassell, D., & Flood, J. (2004). Vocabulary strategies every teacher needs to know. San Diego, CA: Academic Professional Development.

Bridges, R. (1999). Through my eyes. New York: Scholastic.

Broaddus, K., & Bloodgood, J. (1999). “We're already supposed to know how to teach reading”: Teacher change to support struggling readers. Reading Research Quarterly, 34, 426–451.

Brown, R. G. (1991). Schools of thought: How the politics of literacy shape thinking in the classroom. San Francisco: Jossey-Bass.

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Brozo, W. G. (2002, December). Tales out of school: Accounting for adolescents in a literacy reform community. Paper presented at the meeting of the National Reading Conference, Miami, FL.

Brozo, W. G., & Hargis, C. H. (2003). Taking seriously the idea of reform: One high school's efforts to make reading more responsive to all students. Journal of Adolescent & Adult Literacy, 47, 14–23.

Calabro, M. (1999). The perilous journey of the Donner party. New York: Clarion.

Calhoun, E. (2004). Using data to assess your reading program. Alexandria, VA: Association for Supervision and Curriculum Development.

Calkins, L. M. (2001). The art of teaching reading. New York: Teachers College.

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Clay, M. M. (2001). Change over time in children's literacy development. Portsmouth, NH: Heinemann.

Collicutt, P. (2002). This car. New York: Farrar, Straus, and Giroux.

Crowe, C. (2003). Getting away with murder: The true story of the Emmett Till case. New York: Dial.

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Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups (2nd ed.). York, ME: Stenhouse.

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Dwyer, E. J., & Reed, V. (1989). Effects of sustained silent reading on attitudes toward reading. Reading Horizons, 29, 283–293.

Faber, J. E., Morris, J. D., & Lieberman, M. G. (2000). The effect of note taking on ninth grade students' comprehension. Reading Psychology, 21, 257–270.

Farnan, N., Flood, J., & Lapp, D. (1994). Comprehending through reading and writing: Six research-based instructional strategies. In K. Spangenberg-Urbschat & R. Pritchard (Eds.), Kids come in all languages: Reading instruction for ESL students (pp. 135–157). Newark, DE: International Reading Association.

Fearn, L., & Farnan, N. (2001). Interactions: Teaching writing and the language arts. Boston: Houghton Mifflin.

Fehring, H., & Green, P. (Eds.). (2001). Critical literacy: A collection of articles from the Australian literacy educator's association. Melbourne, Australia: Intrados Group.

Fisher, D. (2001a). Trust the process: Increasing student achievement via professional development and process accountability. NASSP Bulletin: The Journal for Middle Level and High School Leaders, 85(629), 67–71.

Fisher, D. (2001b). “We're moving on up”: Creating a schoolwide literacy effort in an urban high school. Journal of Adolescent & Adult Literacy, 45, 92–101.

Fisher, D. (2004). Setting the “opportunity to read” standard: Resuscitating the SSR program in an urban high school. Journal of Adolescent & Adult Literacy, 48, 138–151.

Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive read-alouds: Is there a common set of implementation practices? The Reading Teacher, 58(1), 8–17.

Fisher, D., & Frey, N. (2003). Writing instruction for struggling adolescent readers: A gradual release model. Journal of Adolescent & Adult Literacy, 46(5), 396–407.

Fisher, D., & Frey, N. (2004). Improving adolescent literacy: Strategies at work. Upper Saddle River, NJ: Merrill/Prentice Hall.

Fisher, D., Frey, N., Farnan, N., Fearn, L., & Petersen, F. (2004). Increasing writing achievement in an urban middle school. Middle School Journal, 36(2), 21–26

Fisher, D., Frey, N., & Williams, D. (2002, November). Seven literacy strategies that work. Educational Leadership, 60(3), 70–73.

Fisher, D., Lapp, D., & Flood, J. (2005). Consensus scoring and peer planning: Meeting accountability demands one school at a time. The Reading Teacher, 58, 656–666.

Fisher, D., Sax, C., & Pumpian, I. (1999). Inclusive high schools: Learning from contemporary classrooms. Baltimore: Paul H. Brookes.

Fleischman, P. (1993). Bull Run. New York: HarperTrophy.

Fleischman, P. (1997). Seedfolks. New York: Scholastic.

Flood, J., Lapp, D., Squire, J. R., & Jensen, J. M. (2003). Handbook of research on teaching the English language arts (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.

Fox, P. (1993). Monkey island. New York: Dell.

Frey, N., & Fisher, D. (2007). Language arts workshop: Purposeful reading and writing instruction. Upper Saddle River, NJ: Merrill/Prentice Hall.

Gallaz, C., & Innocenti, R. (1985). Rose Blanche. Mankato, MN: Creative Education.

Ganske, L. (1981). Note taking: A significant and integral part of learning environments. Educational Communication and Technology: A Journal of Theory, Research, and Development, 29, 155–175.

Gardner, R. (2004). Light, sound, and waves science fair projects: Using sunglasses, guitars, CDs, and other stuff. Berkeley Heights, NJ: Enslow Publishers.

Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Falmer.

Glass, A. (2001). Mountain men: True grit and tall tales. New York: Doubleday.

Goodman, Y., & Marek, A. (1996). Retrospective miscue analysis: Revaluing readers and reading. Katonah, NY: R. C. Owens Publishers.

Gottesman, B. (2000). Peer coaching for educators (2nd ed.). Lanham, MD: Scarecrow Education.

Greenleaf, C., Schoenbach, R., Cziko, C., & Mueller, F. (2001). Apprenticing adolescent readers to academic literacy. Harvard Educational Review, 71, 79–129.

Guiney, E. (2001). Coaching isn't just for athletes: The role of teacher leaders. Phi Delta Kappan, 82(10), 740–743.

Guthrie, J. T. (2002). Preparing students for high-stakes test taking in reading. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (pp. 370–391). Newark, DE: International Reading Association.

Hakim, J. (2002). Liberty for all? (A history of us) (3rd ed.). New York: Oxford University Press.

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Hansen, J. (1981). The effects of inference training and practice on young children's reading comprehension. Reading Research Quarterly, 16(3), 391–417.

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Herll, S., & O'Drobinak, B. (2004). Role of the coach: Dream keeper, supporter, friend. Journal of Staff Development, 25(2), 42–45.

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Hynd, C. R. (1999). Teaching students to think critically using multiple texts in history. Journal of Adolescent & Adult Literacy, 42, 428–436.

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Ivey, G. (2002, November). Getting started: Manageable literacy practices. Educational Leadership, 60(3), 20–23.

Ivey, G. (2003). “The teacher makes it more explainable” and other reasons to read aloud in the intermediate grades. The Reading Teacher, 56, 812–814.

Ivey, G. (2004). Content counts with urban struggling readers. In D. Lapp, C. C. Block, E. J. Cooper, J. Flood, N. Roser, & J. V. Tinajero (Eds.). Teaching all the children: Strategies for developing literacy in an urban setting (pp. 316–326). New York: Guilford Press.

Ivey, G., & Baker, M. (2004). Phonics instruction for older students? Just say no. Educational Leadership, 61(6), 35–39.

Ivey, G., & Broaddus, K. (2001). “Just plain reading”: A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36, 350–377.

Ivey, G., & Broaddus, K. (2003, December). “It's good to read if you can read it”: What matters to middle school students in content area independent reading. Paper presented at the National Reading Conference, Scottsdale, AZ.

Ivey, G., & Broaddus, K. (2004). Figuring out literacy engagement for adolescent Latina/o students just beginning to read and write in English. Paper presented at the National Reading Conference, San Antonio, TX.

Jago, C. (2002). Cohesive writing: Why concept is not enough. Portsmouth, NH: Heinemann.

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Johnston, P. (2003). Assessment conversations. The Reading Teacher, 57, 90–92.

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