Handbook on the Science of Literacy in Grades 3-8

"This pivotal resource masterfully blends rigorous research with practical teaching strategies. The book's comprehensive themes and accessible format make it invaluable for teacher educators, literacy specialists, and curriculum designers. It offers actionable insights that can transform instructional practices in upper elementary and middle grades classrooms. Chapters review evidence-based approaches that can help teachers create dynamic literacy environments that cater to diverse learners and foster deep, enduring engagement with reading and writing."--Patricia A. Edwards, PhD, University Distinguished Professor, Department of Teacher Education, Michigan State University

"With so much attention being given to the implications of the science of reading on foundational skills and early literacy, the field is in desperate need of a trustworthy, comprehensive reference to inform literacy instruction with grades 3–8 students--and this is it! I appreciate that the editors focus on literacy instruction for all, acknowledging that individual learners require different instruction at points in their development. The Handbook doesn't shy away from the complexities of literacy, offering the best advice on a breadth of topics to accomplish success for students. I plan to carefully study each chapter with the team of literacy specialists I lead, and we will use the recommendations as springboards for school-based professional learning as we translate research into practice."--Jennifer Serravallo, MA, educator, author, and founder of Literacy Strategies Consulting

"An important and timely contribution that will be appreciated by researchers, educators, and policymakers. Neuman and Kuhn have curated a comprehensive summary of research that should inform literacy instruction in grade 3 and beyond. With chapters authored by preeminent literacy scholars spanning an array of insights and perspectives, this volume promises to be a premier source for those interested in supporting all students’ language, reading, and writing development with robust instruction, programs, policies, and professional development."--Kathleen A. Hinchman, PhD, School of Education (Emerita), Syracuse University

"The structure of this volume is brilliant. Chapters are written by leading lights in upper elementary and middle grades literacy, carefully selected to span all of the important topics in the field. Contributors present their research and draw special attention to the work's practical implications and applications. The Handbook is accessible and brimming with promise, even as it provides an excellent overview of the scope and complexity of the challenge."--Marilyn Jager Adams, PhD, Brown University (retired); author of Beginning to Read: Thinking and Learning about Print-