WorldCat Identities

Lapp, Diane

Overview
Works: 181 works in 583 publications in 1 language and 14,493 library holdings
Genres: Handbooks and manuals  Reference works  Abstracts 
Roles: Author, Editor, Other, Author of introduction
Publication Timeline
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Most widely held works by Diane Lapp
Handbook of research on teaching literacy through the communicative and visual arts by James Flood( )

38 editions published between 1996 and 2015 in English and held by 1,929 WorldCat member libraries worldwide

In an era characterized by the rapid evolution of the concept of literacy, the Handbook of Research on Teaching Literacy through the Communicative and Visual Arts focuses on multiple ways in which learners gain access to knowledge and skills. The handbook explores the possibilities of broadening current conceptualizations of literacy to include the full array of the communicative arts (reading, writing, speaking, listening, viewing) and to focus on the visual arts of drama, dance, film, art, video, and computer technology
Content area reading and learning : instructional strategies by Diane Lapp( Book )

29 editions published between 1989 and 2016 in English and held by 1,007 WorldCat member libraries worldwide

Contains practical applications and reading activities designed to integrate students' previous knowledge with new experiences related to reading, literacy, and learning
Handbook of research on teaching the English language arts by James Flood( )

27 editions published between 2003 and 2018 in English and held by 904 WorldCat member libraries worldwide

"Now in its third edition, the Handbook of Research on Teaching the English Language Arts offers an integrated perspective on the teaching of the English language arts and a comprehensive overview of research in the field. Prominent scholars, researchers, and professional leaders: provide historical and theoretical perspectives about teaching the language arts; focus on bodies of research that influence decision-making within the teaching of the language arts; explore the environments for language arts teaching; and reflect on the methods and materials for instruction. The third edition is restructured, updated, and includes many new contributors. More emphasis is given to the learner, multiple texts, learning, and sharing one's knowledge. A Companion Website, new for this edition, includes among other features interactive tools, PowerPoint slides, and several videos. This Handbook is an essential resource for all professional educators, researchers, curriculum designers, students, and prospective and practicing teachers across the field of the English language arts." --Publisher description
Teaching reading to every child by Diane Lapp( Book )

18 editions published between 1978 and 2013 in English and Undetermined and held by 838 WorldCat member libraries worldwide

This popular text, now in its Fourth Edition, introduces pre-service and in-service teachers to the most current theories and methods for teaching literacy to children in elementary schools. The methods presented are based on scientific findings that have been tested in many classrooms. A wealth of examples, hands-on activities, and classroom vignettes--including lesson plans, assessments, lists of children's literature books to fiction and nonfiction texts, and more--illustrate the methods and bring them to life. The text highlights the importance of teaching EVERY child to become competent in
Essential Readings on Comprehension( )

3 editions published in 2009 in English and held by 826 WorldCat member libraries worldwide

Handbook of research on literacy and diversity by Lesley Mandel Morrow( Book )

13 editions published between 2009 and 2011 in English and held by 654 WorldCat member libraries worldwide

Timely and authoritative, this is the first research handbook to address all dimensions of diversity that have an impact on literacy achievement. Leading experts examine how teaching and learning intersect with cultural and language differences and socioeconomic disparities in today's increasingly diverse schools and communities. The volume weaves state-of-the-art research findings together with theory, policy considerations, and discussions of exemplary instructional practices. It offers fresh perspectives on such topics as family literacy, multiliteracies, drawing on cultural resources in th
Language skills in elementary education by Paul S Anderson( Book )

13 editions published between 1964 and 1988 in English and Undetermined and held by 558 WorldCat member libraries worldwide

Using data to focus instructional improvement by Cheryl James-Ward( )

1 edition published in 2013 in English and held by 490 WorldCat member libraries worldwide

Overcome uncertainty and concerns as you and your colleagues learn how to analyze and use data to get better at teaching students
A close look at close reading : teaching students to analyze complex texts, grades K-5 by Diane Lapp( )

9 editions published in 2015 in English and held by 430 WorldCat member libraries worldwide

The Common Core State Standards have put close reading in the spotlight as never before. While elementary school teachers are certainly willing to teach students to closely read both literary and informational text, many are wondering what, exactly, this involves. Is there a process to follow? How is close reading different from guided reading or other common literacy practices? How do you prepare students to have their ability to analyze complex texts measured by Common Core assessments? Is it even possible for students in grades K-5 to read to learn when they're only just learning to read?Literacy experts Diane Lapp, Barbara Moss, Maria Grant, and Kelly Johnson answer these questions and more as they explain how to teach young learners to be close readers and how to make close reading a habit of practice in the elementary classroom. Informed by the authors' extensive field experience and enriched by dozens of real-life scenarios and downloadable tools and templates, this book explores* Text complexity and how to determine if a particular text is right for your learning purposes and your students.* The process and purpose of close reading in the elementary grades, with an emphasis on its role in developing the 21st century thinking, speaking, and writing skills essential for academic communication and required by the Common Core.* How to plan, teach, and manage close reading sessions across the academic disciplines, including the kinds of questions to ask and the kinds of support to provide.* How to assess close reading and help all students--regardless of linguistic, cultural, or academic background--connect deeply with what they read and derive meaning from a complex text.Equipping students with the tools and process of close reading sets them on the road to becoming analytical and critical thinkers--and empowered and independent learners. In this comprehensive resource, you'll find everything you need to start their journey
Making reading possible through effective classroom management by Diane Lapp( Book )

8 editions published in 1980 in English and held by 414 WorldCat member libraries worldwide

Intended as a theoretical and practical step-by-step guide to the implementation of organized reading programs, the ten chapters in this book address issues that have hindered managed program implementation and suggest ways that classroom teachers can help students extend their basic skills through diagnostically planned learning tasks. The chapters provide information on the following topics: the underlying constructs of classroom organization; six factors that are important in establishing and maintaining an effectively organized classroom; characteristics of effectively organized elementary school and secondary school reading programs; a design for planning a managed, individualized classroom; initial assessment for individualization; continuous assessment of instructional needs in reading; record keeping for effective reading instruction; how to eliminate stumbling blocks to organizational change; and how to assess the components of a managed curriculum. (Fl)
Guiding readers through text : a review of study guides by Karen D Wood( Book )

3 editions published in 1992 in English and held by 388 WorldCat member libraries worldwide

Describes the various types of study guides available and shows teachers their practicality and theoretical bases, explaining when to use each kind
Text complexity : raising rigor in reading by Douglas Fisher( Book )

10 editions published in 2012 in English and Undetermined and held by 383 WorldCat member libraries worldwide

The Common Core State Standards place an emphasis on teaching students to read and understand increasingly complex texts. That teaching requires more than just assigning students hard books and hoping they get better at reading. Teaching starts with a deep understanding about what makes text complex. In this book, you'll learn about the quantitative factors of text complexity as well as the ways in which readers can be matched with texts and tasks. The book focuses on instruction and assessment of complex texts through close readings and extensive discussions. With this understanding, lessons can be developed that ensure students are prepared for the wide range of reading and writing they will do for the rest of their lives
Teaching all the children : strategies for developing literacy in an urban setting by Diane Lapp( Book )

8 editions published in 2004 in English and held by 382 WorldCat member libraries worldwide

This practical, empowering book addresses the challenges facing educators, school administrators, and families in low socioeconomic status urban settings and presents field-tested strategies for promoting reading, writing, and oral language success. Featuring thorough research reviews, instructional models, resources, and portraits of exemplary urban classrooms, the book provides a wealth of ideas that can readily be put into practice. Coverage includes: * What highly effective literacy instruction looks like in today's urban classroom * Understanding-and counteracting-the factors that put poor children at risk * When diversity is the norm: making instruction welcoming to all * Lesson plans and lists of children's literature that meet urban students' specific needs * Keys to building strong family and community partnerships
Teaching literacy in first grade( Book )

2 editions published in 2005 in English and held by 353 WorldCat member libraries worldwide

First grade is an important year of new experiences for students and teachers alike. Some students will arrive knowing how to read, others will know a few letters of the alphabet, and most will be somewhere in between. Including dozens of reproducibles, this book guides first-grade teachers in the many decisions they face about how to orchestrate effective, appropriate, and engaging instruction. Special strengths of the book are the authors' understanding of the oral language base of literacy learning--both reading and writing--and their expertise in differentiating instruction for English language learners
Language/reading instruction for the young child by James Flood( Book )

8 editions published in 1981 in English and Undetermined and held by 307 WorldCat member libraries worldwide

Teaching students to read like detectives : comprehending, analyzing, and discussing text by Douglas Fisher( Book )

5 editions published between 2011 and 2012 in English and held by 302 WorldCat member libraries worldwide

In this comprehensive guide, the authors explore the relationship between text, learner, and learning through discussion and rhetorical writing at the elementary, middle, and high school levels
Teaching new literacies in grades K-3 : resources for 21st-century classrooms by Barbara Moss( Book )

8 editions published between 2009 and 2010 in English and held by 297 WorldCat member libraries worldwide

Even the youngest readers and writers in today's classrooms can benefit enormously from engagement with a wide range of traditional and nontraditional texts. This teacher-friendly handbook is packed with creative strategies for introducing k-3 students to fiction, poetry, and plays; informational texts; graphic novels; digital storytelling; Web-based and multimodal texts; hip-hop; advertisements; math problems; and many other types of texts. Prominent authorities explain the research base underlying the book's 23 complete lessons and provide practical activities and assessments for promoting decoding, fluency, comprehension, and other key literacy skills. Snapshots of diverse classrooms bring the material to life; helpful reproducibles are included. This book contains the following chapters: (1) Introduction (Barbara Moss and Diane Lapp); (2) Teaching with Folk Literature in the Primary Grades (Terrell A. Young, Barbara A. Ward, and L. Beth Cameron); (3) Every Story Has a Problem: How to Improve Student Narrative Writing in Grades k-3 (Sue Dymock and Tom Nicholson); (4) Poetry Power: First-Graders Tackle Two-Worders (Claudia Dybdahl and Tammy Black); (5) Using Readers' Theater to Engage Young Readers (Regina M. Rees); (6) Junior Journalists: Reading and Writing News in the Primary Grades (Nancy Frey and Douglas Fisher); (7) Using Procedural Texts and Documents to Develop Functional Literacy in Students: The Key to Their Future in a World of Words (Martha D. Collins and Amy B. Horton); (8) Going Beyond Opinion: Teaching Primary Children to Write Persuasively (Dana L. Grisham, Cheryl Wozniak, and Thomas DeVere Wolsey); (9) Reading Biography: Evaluating Information across Texts (Barbara Moss and Diane Lapp); (10) Using Comic Literature with Elementary Students (Chris Wilson); (11) Using Primary-Source Documents and Digital Storytelling as a Catalyst for Writing Historical Fiction (Carol J. Fuhler); (12) Self-Expressing through Hip-Hop as Culturally Responsive Pedagogy (Nadjwa E.L. Norton); (13) Exploring High-Stakes Tests as a Genre (Charles Fuhrken and Nancy Roser); (14) Reading a Science Experiment: Deciphering the Language of Scientists (Maria Grant); (15) Reading + Mathematics = success: Using Literacy Strategies to Enhance Problem-Solving Skills (Mary Lou DiPillo); (16) Promoting Literacy through Visual Aids: Teaching Students to Read Graphs, Maps, Charts, and Tables (Paola Pilonieta, Karen Wood, and D. Bruce Taylor); (17) Critically Reading Advertisements: Examining Visual Images and Persuasive Language (Lori Czop Assaf and Alina Adonyi); (18) Reading Web-Based Electronic Texts: Using Think-Alouds to Help Students Begin to Understand the Process (Christine A. McKeon); (19) Comparatively Reading Multiple Sources: Developing Critical Literacy in a Second-Grade Classroom (Jesse Gainer); (20) Using Written Response for Reading Comprehension of Literary Text (Ruth Oswald, Evangeline Newton, and Joanna Newton); (21) Reading Persuasive Texts (Thomas DeVere Wolsey, Cheryl Pham, and Dana L. Grisham); (22) Writing a Biography: Creating Powerful Insights into History and Personal Lives (Dorothy Leal); (23) Monumental Ideas for Teaching Report Writing through a Visit to Washington, dc (Susan K. Leone); (24) Writing Summaries of Expository Text Using the Magnet Summary Strategy (Laurie Elish-Piper and Susan R. Hinrichs); and (25) Conclusion: Looking Back, Looking Forward (Diane Lapp and Barbara Moss)
Teaching new literacies in grades 4-6 : resources for 21st-century classrooms by Barbara Moss( Book )

9 editions published between 2009 and 2010 in English and held by 297 WorldCat member libraries worldwide

Upper-elementary students encounter a sometimes dizzying array of traditional and nontraditional texts both in and outside of the classroom. This practical handbook helps teachers in grades 4-6 harness the instructional potential of fiction, poetry, and plays; informational texts; graphic novels; digital storytelling; Web-based and multimodal texts; hip-hop; advertisements; math problems; and many other types of texts. Twenty-four complete lessons promote critical literacy skills such as comprehending, analyzing, and synthesizing information and using writing to communicate new ideas and pose questions. Snapshots of diverse classrooms are accompanied by clear explanations of the research base for instruction in each genre. Ready-to-use reproducibles are included. Contents of this book include: (1) Introduction (Barbara Moss and Diane Lapp); (2) Transforming Traditional Tales to Improve Comprehension and Composition (Terrell A. Young, Laura Tuiaea, and Barbara A. Ward); (3) Every Story Has a Problem: How to Improve Student Narrative Writing in Grades 4-6 (Sue Dymock and Tom Nicholson); (4) Teaching Poetry (Claudia Dybdahl); (5) Using Readers' Theater to Engage Students with Drama (Regina M. Rees); (6) Teaching Journalistic Style: a Newspaper Genre Study (Nancy Frey and Douglas Fisher); (7) Using Procedural Texts and Documents to Develop Functional Literacy with Students: The Key to Their Future in a World of Words (Martha D. Collins and Amy B. Horton); (8) Going Beyond Opinion: Teaching Children to Write Persuasively (Dana L. Grisham, Cheryl Wozniak, and Thomas DeVere Wolsey); (9) Reading Biography: Evaluating Information across Texts (Barbara Moss and Diane Lapp); (10) Using Comic Literature with Older Students (Chris Wilson); (11) Using Primary-Source Documents and Digital Storytelling as a Catalyst for Writing Historical Fiction in the Fourth Grade (Carol J. Fuhler); (12) No Stripping Allowed: Reading and Writing Political Cartoons (James Bucky Carter with Kelly Lynn Carter); (13) Self-Expressing through Hip-Hop as Culturally Responsive Pedagogy (Nadjwa E.L. Norton); (14) Exploring High-Stakes Tests as a Genre (Charles Fuhrken and Nancy Roser); (15) Reading a Science Experiment: Deciphering the Language of Scientists (Maria Grant); (16) Reading + Mathematics = success: Using Literacy Strategies to Enhance Problem-Solving Skills (Mary Lou DiPillo); (17) Promoting Literacy through Visual Aids: Teaching Students to Read Maps, Charts, Graphs, and Tables (Paola Pilonieta, Karen Wood, and D. Bruce Taylor); (18) Critically Reading Advertisements: Examining Visual Images and Persuasive Language (Lori Czop Assaf and Alina Adonyi); (19) Reading Web-Based Electronic Texts: Using Think-Alouds to Help Students Begin to Understand the Process (Christine A. McKeon); (20) Developing Critical Literacy: Comparatively Reading Multiple Text Sources in a Sixth-Grade Classroom (Jesse Gainer); (21) Using Written Response for Reading Comprehension of Literary Text (Evangeline Newton, Ruth Oswald, and Todd Oswald); (22) Reading Persuasive Texts (Thomas DeVere Wolsey, Cheryl Pham, and Dana L. Grisham); (23) Writing a Biography: Creating Powerful Insights into History and Personal Lives (Dorothy Leal); (24) Monumental Ideas for Teaching Report Writing through a Visit to Washington, dc (Susan K. Leone); (25) Writing Summaries of Expository Text Using the Magnet Summary Strategy (Laurie Elish-Piper and Susan R. Hinrichs); and (26) Conclusion: Looking Back, Looking Forward (Diane Lapp and Barbara Moss)
National assessment of educational progress in reading by International Reading Association( Book )

5 editions published in 1979 in English and held by 287 WorldCat member libraries worldwide

This publication was developed to provide factual information and interpretive commentary on the National Assessment of Educational Progress in Reading, a federally funded survey of the educational attainments of representative samples of children and adults in the United States. It summarizes the context and results of the 1970-71 and 1974-75 national assessments in reading that indicate achievement gains for several population groups. Discussions of the implications for various persons at all levels of reading instruction written by experts in special areas of reading are included. The strengths and weaknesses of the two reading assessments are examined and suggestions are made for needed improvements for purposes of subsequent assessment. (Mkm) Aspect of National Assessment (naep) dealt wlth in this document: Results (Interpretation)
Exemplary instruction in the middle grades : teaching that supports engagement and rigorous learning by Diane Lapp( Book )

6 editions published between 2011 and 2012 in English and held by 259 WorldCat member libraries worldwide

Offering fresh alternatives to common instructional practices that fail to get results, this accessible, highly practical guide highlights ways to motivate middle school students while enhancing content-area learning. Each chapter features an enlightening case study of a teacher whose current strategies are not supported by research; describes effective instructional alternatives, illustrated with concrete examples; and lists online resources and lesson examples. Emphasis is given to supporting critical engagement with texts and drawing on technology and new literacies. The book covers specific content areas--including science, social studies, math, and literature--as well as ways to teach oral literacy and writing across the curriculum. This book is divided into three sections. Section I, Teaching Content Literacy, contains the following: (1) If They Can't Read Their Science Books--Teach Them How (Maria Grant); (2) If They Can't Read Their Social Studies Books--Support Their Learning with Guided Instruction (Karen D. Wood, Jennifer I. Hathaway, and Lina B. Soares); (3) If You Want to Motivate the Learning of Mathematics--Use the Visual Arts as a Lens to Learning (Robin A. Ward and Susan Troutman); (4) If You Want to Move Beyond the Textbook--Add Young Adult Literature to Content Area Classes (Virginia S. Loh); (5) If You Want Students to Read--Motivate Them (Joan Kindig); (6) If You Want Students to Use New Literacies--Give Them the Opportunity (Stephanie Schmier and Marjorie Siegel); (7) If You Want Students to Evaluate Online Resources and Other New Media--Teach Them How (Jill Castek); and (8) If You Think Students Should Be Critically Literate--Show Them How (Peggy Albers). Section ii, Developing Spoken and Written Language, presents: (9) If You Want to Take the Ho-Hum Out of History--Teach Writing That's Right for New Times (Dana L. Grisham and Thomas DeVere Wolsey); (10) If Students Are Unmotivated Writers--Motivate Them (Jane Hansen and Timothy Shea); (11) If Students Are Not Succeeding as Writers--Teach Them to Self-Assess Using a Rubric (Judy M. Parr and Rebecca Jesson); (12) If You Want Students to Learn Academic English--Teach It to Them (Dianna Townsend); (13) If You Want Students to Learn Vocabulary--Move Beyond Copying Words (Kathy Ganske); and (14) If You Value Student Collaboration--Hold Students Accountable for Collaborative Group Work (Heather Casey). Section iii, Establishing Effective Learning Routines, includes: (15) If You Think Book Clubs Matter--Set Some Up Online (Thomas DeVere Wolsey and Dana L. Grisham, with Melissa Provost); (16) If You Want Students to Read Widely and Well--Eliminate Round-Robin Reading (Kelly Johnson and Diane Lapp); (17) If You Want to Eliminate Misconceptions and Errors--Support Learning with Questions, Prompts, Cues, and Explanations (Douglas Fisher and Nancy Frey); (18) If You Want Students to Take Notes Instead of Copying Them--Teach Them How (Christianna Alger and Barbara Moss); (19) If You Want to Help Students Organize Their Learning--Fold, Think, and Write with Three-Dimensional Graphic Organizers (Nancy Frey and Douglas Fisher); and (20) If Homework Really Matters--Assign Some That's Valuable (Cynthia H. Brock, Julie L. Pennington, and Jennifer D. Morrison)
 
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WorldCat IdentitiesRelated Identities
Handbook of research on teaching literacy through the communicative and visual arts
Covers
Content area reading and learning : instructional strategiesHandbook of research on teaching the English language artsTeaching reading to every childHandbook of research on literacy and diversityTeaching all the children : strategies for developing literacy in an urban settingTeaching literacy in first gradeTeaching new literacies in grades K-3 : resources for 21st-century classroomsTeaching new literacies in grades 4-6 : resources for 21st-century classroomsExemplary instruction in the middle grades : teaching that supports engagement and rigorous learning
Alternative Names
Lapp, Diane

Lapp, Diane K.

Lapp, Diane K., 1950-

Lapp, Dianne

Languages
English (219)