WorldCat Identities

Lapp, Diane

Overview
Works: 201 works in 624 publications in 1 language and 14,981 library holdings
Genres: Handbooks and manuals  Abstracts 
Roles: Author, Editor, Contributor, Other, Author of introduction
Classifications: LB1576, 372.6
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( )

43 editions published between 1996 and 2015 in English and held by 1,294 WorldCat member libraries worldwide

The Handbook of Research on Teaching Literacy Through the Communicative and Visual Arts, a comprehensive overview of research on this topic, extends conceptualizations of literacy to include all of the communicative arts (reading, writing, speaking, listening, viewing) and the visual arts of drama, dance, film, art, video, and computer technology
Handbook of research on teaching the English language arts by James Flood( )

30 editions published between 2003 and 2018 in English and held by 1,171 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
Content area reading and learning : instructional strategies by Diane Lapp( Book )

31 editions published between 1989 and 2016 in English and held by 995 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
Teaching reading to every child by Diane Lapp( Book )

22 editions published between 1978 and 2017 in English and Undetermined and held by 813 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
Handbook of research on teaching literacy through the communicative and visual arts( Book )

4 editions published in 1997 in English and held by 696 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
Handbook of research on literacy and diversity by Lesley Mandel Morrow( Book )

13 editions published between 2009 and 2011 in English and held by 669 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 )

15 editions published between 1964 and 1988 in English and Undetermined and held by 549 WorldCat member libraries worldwide

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

1 edition published in 2013 in English and held by 543 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
Teaching and learning : philosophical, psychological, curricular applications by Diane Lapp( Book )

2 editions published in 1975 in English and held by 516 WorldCat member libraries worldwide

A close look at close reading : teaching students to analyze complex texts, grades K-5 by Diane Lapp( )

7 editions published in 2015 in English and held by 434 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 403 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)
Teaching all the children : strategies for developing literacy in an urban setting by Diane Lapp( Book )

7 editions published in 2004 in English and held by 381 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
Guiding readers through text : a review of study guides by Karen D Wood( Book )

3 editions published in 1992 in English and held by 378 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 356 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
Essential Readings on Comprehension( )

4 editions published in 2009 in English and held by 352 WorldCat member libraries worldwide

Teaching literacy in first grade( Book )

2 editions published in 2005 in English and held by 348 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
Teaching students to read like detectives : comprehending, analyzing, and discussing text by Douglas Fisher( Book )

6 editions published between 2011 and 2014 in English and held by 333 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
Language/reading instruction for the young child by James Flood( Book )

8 editions published in 1981 in English and Undetermined and held by 304 WorldCat member libraries worldwide

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 300 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 d
Teaching new literacies in grades 4-6 : resources for 21st-century classrooms by Barbara Moss( Book )

11 editions published between 2009 and 2010 in English and held by 299 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)
 
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WorldCat IdentitiesRelated Identities
Handbook of research on teaching literacy through the communicative and visual arts
Covers
Handbook of research on teaching the English language artsContent area reading and learning : instructional strategiesTeaching reading to every childHandbook of research on teaching literacy through the communicative and visual artsHandbook 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 classrooms
Alternative Names
Lapp, Diane

Lapp, Diane K.

Lapp, Diane K., 1950-

Lapp, Dianne

Languages
English (230)