Deborah MacPhee is a professor in the School of Teaching and
Learning at Illinois State University in Normal, Illinois, where
she teaches literacy methods courses for undergraduates and directs
the Mary and Jean Borg Center for Reading and Literacy. Deborah’s
research critically examines discourses of literacy coaching and
professional development school interactions and metaphors used in
media portrayals of the science of reading. Her work has been
published in several academic and professional journals,
including Reading Research Quarterly, The Reading Teacher, The
International Journal of Mentoring and Coaching in Education,
School-University Partnerships, and The New Educator.
Deborah is a former first and second grade teacher who currently
assesses and tutors students who experience difficulty learning to
read. She was co-editor of the NCTE journal Talking Points from
2013-2019 and president of LLA (NCTE group Literacies and Languages
for All) from 2019-2021.
Learn more about Deborah's work
at https://education.illinoisstate.edu/faculty_staff/profile.php?ulid=dmacphe#fs-tabs-accord3.
Follow her on Twitter at @DeborahMacPhee.
Patricia Paugh is a professor in the College of Education and Human
Development at the University of Massachusetts Boston, where she
teaches literacy methods courses and is graduate program director
for elementary education. Her work has been published in academic
and professional journals including: Language Arts, Journal of
Literacy Research, Reading Research Quarterly, Literacy Researcher:
Theory, Method, Practice, and Teaching Education. She has also
published three co-edited volumes focused on literacy
learning: Teaching Toward Democracy with Post-modern and
Popular Culture Texts, A Classroom Teacher’s Guide to
Struggling Writers, and A Classroom Teacher’s Guide to Struggling
Readers.
Pat brings an extensive background as a first-grade teacher and
elementary reading specialist to her current practice as a teacher
educator in a public university and as an advocate for teachers’
professionalism. She also currently serves as co-editor
for Talking Points, a journal of the National Council of
Teachers of English (NCTE).
Learn more about her work
at https://www.umb.edu/faculty_staff/list/patricia_paugh.
Follow her on Twitter @peep1250.
[A] much-needed, clearly articulated, and highly accessible
response to the prevailing but, to some, disturbing narrative about
what it takes to become a truly confident, proficient reader....
Its embrace of a complex, or multidimensional, view of reading
serves as a powerful antidote to a simple, or purportedly
scientific, view of reading that places phonics at the center of
early literacy instruction.... [A] refreshing must-read for
teachers, teacher educators, parents, and others concerned with
children's language learning and literacy development.--Teachers
College Record
A timely and long overdue book that strikes a perfect balance
between theories of literacy learning and practical classroom
applications.--Bobbie Kabuto, PhD, interim dean, School of
Education, Queens College, City University of New York
An antidote to the venom surrounding the historical and
contemporary debates around reading and literacy instruction. Paugh
and MacPhee's organizing framework challenges us to think beyond
simple views.--C. Patrick Proctor, professor, Lynch School of
Education and Human Development, Boston College
Paugh and MacPhee draw on the best of reading scholarship to share
what we know about teaching young children to read, write, and
become literate citizens. This text is filled with real-life
strategies and teaching scenarios for everything from phonemic
awareness to critical literacy.--Catherine Compton-Lilly, John C.
Hungerpiller Professor, University of South Carolina-Columbia
What stands out is the respect Paugh and MacPhee show for children
as competent learners and teachers as knowledgeable professionals.
This text will be an invaluable addition to any primary teacher's
professional library.--Curt Dudley-Marling, professor emeritus,
Boston College
With the resurgence of the 'reading wars, ' including false
dichotomies of phonics and meaning-based literacy instruction, the
time for this book is now. A must-read for new and experienced
teachers alike!--Lara J. Handsfield, PhD, professor of elementary
literacy and bilingual education, Illinois State University
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