Multiple Paths to Literacy: Assessment and Differentiated Instruction for Diverse Learners, K-12, 9th edition

Published by Pearson (February 2, 2018) © 2019

  • Joan P. Gipe
  • Janet Richards

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For courses in Reading and Literacy.

Explores how to make literacy accessible for all learners

Multiple Paths to Literacy presents an analytical approach (consistent with Response to Intervention/RTI) with practical strategies for recognizing students' literacy strengths and needs, planning and differentiating instruction and meeting standards. The strategies and techniques presented are appropriate to, or easily modified for, any grade level from primary through secondary school.

The 9th Edition includes a new chapter that shows how the arts can support the literacy development of all learners, spotlight features on students with special needs, new sections of disciplinary literacy and neurological disorders, and more.

Hallmark features of this title

  • The analytic approach encompasses multiple intelligence theory and concepts of differentiated instruction that are consistent with response to intervention (RTI) and universal design for learning (UDL).
  • Spotlight on English Language Learners highlights recommendations and techniques for teaching students who are still learning English.
  • Multiple forms of literacy (from text-based forms to technology-related literacy to visual literacy and the performing arts) are incorporated to meet the varied needs of learners.
  • Assessment resources help teachers assess instructional environments, determine students' strengths and needs, examine attitudes toward reading and self-concept, gauge spelling development, analyze writing samples, communicate student progress, self-assess phonics terminology and much more (Appendices A to Z).

New and updated features of this title

  • NEW: A new chapter 7 (Supporting All Students' Literacy Development through the Arts) offers arts theory, teaching strategies, and arts/literacy connections for every student. It also explains how Common Core State Standards affirm the arts and how the Every Student Succeeds Act supports the arts as a core academic subject.
  • NEW: A new section on disciplinary literacy addresses the current emphasis on text complexity and increased use of informational text at all grade levels (Ch. 13).
  • NEW: IRI administration and interpretation are covered in greater detail.
  • NEW: Spotlight on Learners with Special Needs offer specific strategies educators can use to effectively teach students with special needs.
  • NEW: A new section on neurological disorders addresses obsessive-compulsive disorder (OCD) and clarifies the distinction between ADHD and OCD (Ch. 4).

PART I: Foundations

  1. Fundamental Aspects of Literacy Learning
  2. The Analytic Process: Preparation for Differentiating Instruction and Data-Driven Decision-Making
  3. Literacy Education of English Language Learners: Some Linguistic Aspects of Theory and Practice
  4. Physical, Psychological, and Environmental Factors Affecting Literacy Development
  5. Literacy Assessment: Summative and Formative Assessments

PART II: The Major Domains

  1. Early Literacy Skills
  2. Supporting All Students’ Literacy Development through the Arts
  3. The Reading-Writing Connection: Best Practices and Strategies
  4. Word Recognition
  5. Reading Vocabulary
  6. Reading Comprehension: An Overview
  7. Comprehending Narrative Text
  8. Expository Text and Disciplinary Literacy
  9. Study Skills and Test-Taking Strategies

APPENDICES: Assessment Resources

About our authors

Joan P. Gipe is Research Professor Emeritus from the University of New Orleans and Lecturer Emeritus from California State University, Sacramento. She is currently engaged in online mentoring for Walden University's EdD program. After graduating from the University of Kentucky with a BA and an MA in education, and Purdue University with a PhD emphasizing reading education, Joan spent many years working with learners of all ages: in Kentucky as a reading specialist, in Indiana as a 5th-grade teacher and in several university contexts as faculty, supervisor of student teachers, department chairperson, coordinator for teaching enhancement, university/school liaison for professional development schools, coordinator of eld-based teacher education cohorts and now mentor for numerous doctoral students engaged in research toward the Ed.D.

Many publications, including this text, share with the professional community what was learned during this career. Joan now resides in the charming town of Healdsburg, California, nestled in the heart of Sonoma County's Wine Country. She savors life there with her husband and her 4-legged companion, Cocoa, a field spaniel who earned an Honorable Mention in Sonoma County's Best in Show.

Janet C. Richards received a BS degree in K-8 Teaching from New Jersey City University, an MA from Tulane University in Guidance and Counseling and a PhD in Curriculum and Instruction with an emphasis in Literacy from the University of New Orleans. She taught grades K to 6 in New Jersey, New York, North Carolina, New Orleans and the Republic of Panama. She is a Professor of Literacy at the University of South Florida, Tampa, where she teaches doctoral courses in writing and transdisciplinary texts, teaching and research. She is also an affiliate faculty member in the Department of Educational Measurement at USF where she teaches PhD introductory and advanced qualitative research courses, Art-Based Research and Writing as Inquiry.

She serves as chair or methodologist on numerous PhD committees annually. She was selected as a Volunteer Literacy Scholar for the International Literacy Association's “Reading and Writing for Critical Thinking” project in which she worked with teachers and higher education faculty in developing nations, such as Azerbaijan, Estonia, Romania and Hungary and with indigenous Myanmar political refugees in jungle camps between Myanmar and Thailand. She serves as senior editor of Literacy Practice and Research, received the Organization of Literacy Teacher Educators' 2016 Award for Scholarly Research, and was chosen as the Lansdowne Invited Visiting Scholar at the University of Victoria, BC, Canada. She is the author of numerous scholarly manuscripts. This volume is her 13th textbook. She lives in Tampa, Florida, with her husband, brilliant little rescue dog Jezzy, and 2 clever rescue cats. She is the proud mother of David and Matthew; mother-in-law of Allison and Missy; grandmother of Elizabeth, Madeline, Noah and Joshua and great-grandmother of Jacob.

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