OpenSUNY Textbooks

Steps to Success: Crossing the Bridge Between Literacy Research and Practice

Author(s): , , , , , , , , , and

Steps to Success: Crossing the Bridge Between Literacy Research and Practice introduces instructional strategies linked to the most current research-supported practices in the field of literacy. The book includes chapters related to scientifically-based literacy research, early literacy development, literacy assessment, digital age influences on children’s literature, literacy development in underserved student groups, secondary literacy instructional strategies, literacy and modern language, and critical discourse analysis. Chapters are written by authors with expertise in both college teaching and the delivery of research-supported literacy practices in schools. The book features detailed explanations of a wide variety of literacy strategies that can be implemented by both beginning and expert practitioners. Readers will gain knowledge about topics frequently covered in college literacy courses, along with guided practice for applying this knowledge in their future or current classrooms. The book’s success-oriented framework helps guide educators toward improving their own practices and is designed to foster the literacy development of students of all ages.

Press: Oswego news – “Open Literacy Textbook: New Open SUNY textbook bolsters literacy educators”

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Kristen A. Munger

Kristen A. Munger, Ph.D., is Associate Dean in the School of Education at SUNY Oswego. Prior to becoming Associate Dean, she was a faculty member in the Counseling and Psychological Services Department at SUNY Oswego, where she taught graduate courses in academic intervention, emotional intervention, and research methods. She also taught practicum and internship courses in school psychology, as well as a course in assessment to preservice teachers. She earned her Ph.D. from Syracuse University in Reading Education and M.S. in School Psychology from SUNY Oswego. Before beginning her doctoral work at Syracuse University, she practiced as a school psychologist in New York State schools for 12 years. During that time, she developed a persistent interest in literacy development, assessment, and instruction.