Every Child, Every Classroom, Every Day: From Vision to Action in Literacy Learning.

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  • Additional Information
    • Subject Terms:
    • Author Supplied Keywords:
      1‐Early childhood
      2‐Childhood
      3‐Early adolescence
      4‐Adolescence
      Advocacy < Policy
      as inquiry < Assessment
      Assessment
      Authentic < Assessment
      Children's literature
      Children's literature
      Choice
      Comprehension
      Discussion < Oral language
      English as a second language
      English for speakers of other languages < Language learners
      English language learners
      English learners
      Explicit < Phonics
      Fiction
      Fluency
      General vocabulary < Vocabulary
      Implicit < Phonics
      Instructional strategies; methods and materials
      Language learners
      Literature
      Nonfiction
      Ongoing assessment < Assessment
      Oral reading
      Outcomes < Assessment
      phonemic awareness
      Phonics; phonemic awareness; phonological awareness
      phonological awareness
      preference < Motivation/engagement
      professional development
      read‐alouds < Fluency
      Reflection < Teacher education
      School based < Teacher education
      Self‐efficacy < Motivation/engagement
      Struggling learners
      Teacher education professional development
      To inform instruction
      Writer's workshop < Writing
      Writer's workshop < Writing
      Writing
      Writing process < Writing
    • Abstract:
      Abstract: Improving literacy outcomes for each and every student is a goal worthy of educators’ best efforts. This high goal is made more challenging by shifting mandates in education that can leave literacy professionals and school leaders disoriented, seeking a guaranteed fix. The authors propose a more coherent, more effective way to attain this goal: thinking of the school as a system. The authors discuss four essential elements for designing a schoolwide system for literacy learning: a shared vision and set of core values; common goals, common language, and collective responsibility; a high level of teacher expertise; and a culture of continuous professional learning. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
    • Full Text Word Count:
      6267
    • ISSN:
      00340561
    • Accession Number:
      10.1002/trtr.1718
    • Accession Number:
      130362408
  • Citations
    • ABNT:
      FOUNTAS, I. C.; PINNELL, G. S. Every Child, Every Classroom, Every Day: From Vision to Action in Literacy Learning. Reading Teacher, [s. l.], v. 72, n. 1, p. 7–19, 2018. DOI 10.1002/trtr.1718. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eft&AN=130362408. Acesso em: 22 jan. 2020.
    • AMA:
      Fountas IC, Pinnell GS. Every Child, Every Classroom, Every Day: From Vision to Action in Literacy Learning. Reading Teacher. 2018;72(1):7-19. doi:10.1002/trtr.1718.
    • APA:
      Fountas, I. C., & Pinnell, G. S. (2018). Every Child, Every Classroom, Every Day: From Vision to Action in Literacy Learning. Reading Teacher, 72(1), 7–19. https://doi.org/10.1002/trtr.1718
    • Chicago/Turabian: Author-Date:
      Fountas, Irene C., and Gay Su Pinnell. 2018. “Every Child, Every Classroom, Every Day: From Vision to Action in Literacy Learning.” Reading Teacher 72 (1): 7–19. doi:10.1002/trtr.1718.
    • Harvard:
      Fountas, I. C. and Pinnell, G. S. (2018) ‘Every Child, Every Classroom, Every Day: From Vision to Action in Literacy Learning’, Reading Teacher, 72(1), pp. 7–19. doi: 10.1002/trtr.1718.
    • Harvard: Australian:
      Fountas, IC & Pinnell, GS 2018, ‘Every Child, Every Classroom, Every Day: From Vision to Action in Literacy Learning’, Reading Teacher, vol. 72, no. 1, pp. 7–19, viewed 22 January 2020, .
    • MLA:
      Fountas, Irene C., and Gay Su Pinnell. “Every Child, Every Classroom, Every Day: From Vision to Action in Literacy Learning.” Reading Teacher, vol. 72, no. 1, July 2018, pp. 7–19. EBSCOhost, doi:10.1002/trtr.1718.
    • Chicago/Turabian: Humanities:
      Fountas, Irene C., and Gay Su Pinnell. “Every Child, Every Classroom, Every Day: From Vision to Action in Literacy Learning.” Reading Teacher 72, no. 1 (July 2018): 7–19. doi:10.1002/trtr.1718.
    • Vancouver/ICMJE:
      Fountas IC, Pinnell GS. Every Child, Every Classroom, Every Day: From Vision to Action in Literacy Learning. Reading Teacher [Internet]. 2018 Jul [cited 2020 Jan 22];72(1):7–19. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eft&AN=130362408