Improving Literacy Instruction With Classroom Research

Theresa A. Deeney is associate professor of reading education and coordinator of the graduate reading program at the University of Rhode Island. After finishing her own teacher preparation in elementary and special education, she began her career as a special education teacher. She then went on to receive an MEd in educational administration, and served as a school principal. Over twenty years, she served as a teacher, principal, reading specialist, and consultant in urban schools in Massachusetts, New Hampshire, and California. Prior to her appointment at the University of Rhode Island, she coordinated a large-scale research project at Boston University and at the Center for Reading and Language Research at Tufts University. She taught graduate courses in reading at Lesley College, Harvard Graduate School of Education, and Boston College. In 1997, she received her EdD in reading, language, and learning disabilities from the Harvard Graduate School of Education. She currently works closely with teachers on classroom research and inquiry practices that further their own professional development, and has forged school district-university partnerships focused on teacher professional development. In 2007, she received the Outstanding Outreach award from the College of Human Science and Services at the University of Rhode Island for her work with urban teachers. Her research and teaching focus on teacher education and reflective teaching practices, including classroom research.

Preface About the Author Part I. Understanding Classroom Research 1. What Is Classroom Research? 2. Cycling Through the Steps 3. Dealing With Data Part II. Teachers' Classroom Research in Literacy Overview Section 1: Looking at Teaching Within Mandated Programs Introduction 4. Reading Aloud: Do I Really Sound Like That? 5. Keeping Track of Assessment Data Makes Teaching Easier 6. Differentiating Word Study Instruction Section 2: Tying Research to Practice Introduction 7. "Mr. ___ Just Said Rambunctious!": Learning and Loving Vocabulary 8. Sounding Like Readers: Improving Fluency 9. Word Analysis and Phonemic Awareness Instruction for Older Students 10. Teaching Vocabulary One Part at a Time 11. Ethics and Other Issues in Classroom Research Appendix A Appendix B References Index

"Deeney's engaging but rigorous text provides teachers with the perfect and indispensable tool for increasing professionalism in the complex field of literacy education. By focusing on both the product and the process of classroom inquiry, Deeney has gifted us with a resource that not only tells us how to do classroom research, but why we must value it to improve our practice." -- Dana L. Grisham, Professor of Teacher Education "Filled with reflective questions, keen insights, and helpful resources, this engaging book supports both novice and veteran classroom researchers. We see thought-provoking inquiries on comprehension, fluency, and vocabulary development as teachers research their current classroom practices, assessments, and district mandates. At the heart of all of the research is how best to support, engage, and extend learners. As teachers read the clearly delineated steps, they will be energized to confidently conduct their own classroom research." -- Cheryl L. Dozier, Assistant Professor "This book will be very helpful for discussing research and classroom teachers as researchers. The author provides good examples of doing qualitative research in the classroom using authentic teaching events." -- Jose Lalas, Professor of Literacy and Director of Teacher Education