Books

changing mindsChanging Minds, Changing Schools, Changing Systems:
A Comprehensive Literacy Design for School Improvement

Linda Dorn, Salli Forbes, Mary Ann Poparad, & Barbara Schubert (Editors), 2015.
Hamaray, CA

This book is based on the theory that the change needed for school improvement results from changing the minds of educators—their thinking, perception, and understandings of how people learn. The authors propose that the minds of educators can only be changed through authentic, mutual experiences that are grounded in contextually relevant events. As people work together within apprenticeship-type settings, they ask questions, identify problems, create solutions, and transform knowledge through active testing. Consequently, a school design would incorporate communicative structures for engaging all people (administrators, teachers, children) in constructive discourse and shared problem solving. From this perspective, the interaction between people and the environment becomes the lever for changing minds, subsequently, changing the practices and outcomes within schools. The book provides concrete guidance for implementing systemic and sustainable change at multiple levels. It includes a wealth of practical resources to support educators as they embark on a comprehensive literacy model for school improvement.

Apprenticeship in Literacy:
Transitions Across Reading and Writing

Linda Dorn and Tammy Jones, 2012.
Stenhouse Publishers.

Since its publication in 1998, Apprenticeship in Literacy has become a teacher favorite, covering all aspects of a balanced literacy program in an integrated manner and showing how all components are differentiated to address the needs of diverse learners. An apprenticeship approach to literacy emphasizes the role of the teacher in providing demonstrations, engaging children, monitoring their understanding, providing timely support, and ultimately withdrawing that support as the child gains independence. The 2nd edition has been expanded with approximately 100 new pages, updated references, and alignments to state, national, and federal initiatives.

Interventions That Work:
A Comprehensive Intervention Model for Preventing Reading Failure in Grades K-3

Linda Dorn and Carla Soffos, 2012.
Boston, MA: Pearson.

Celebrated literacy experts Linda J. Dorn and Carla Soffos guide teachers and administrators in implementing effective reading interventions for children in kindergarten through third grade. Based on the authors’ Comprehensive Intervention Model (CIM), Dorn and Soffos present a portfolio of small group interventions for meeting the diverse needs of struggling readers. Each grade-band resource includes a wealth of research-based activities, scaffolding techniques, and assessment tools that guide teachers in promoting strategic learners. The book comes with a CD containing an appendix of forms, guides, and checklists for each chapter.

After Early Intervention, Then What? Teaching struggling readers in grades 3 and beyond.

Linda Dorn and Shannon Henderson, 2011.
Newark, DE: International Reading Association.

Supporting students who struggle with comprehension of text during literature discussion groups in grades 3-6. In R. L. McCormack & J. R. Paratore (Eds.).

A Comprehensive Intervention Model:
A systems approach to response to intervention

Linda Dorn and Shannon Henderson, 2010.
Newark, DE: International Reading Association.

In M. Lipson & K. Wixson (Eds.). Approaches to Response to Intervention: Evidence-based framework for preventing reading difficulties (pp. 88-120).

RTI in Literacy — Responsive and Comprehensive

Linda Dorn and Shannon Henderson, 2010.
Newark, DE: International Reading Association.

A comprehensive assessment system as a response to intervention approach (133-153).

Linda Dorn and Barbara Schubert, 2010.
Newark, DE: International Reading Association.

A comprehensive intervention model for preventing reading failure: A response to intervention approach (pp. 337-356).

Teaching for Deep Comprehension:
A Reading Workshop Approach

Linda Dorn and Carla Soffos, 2005.
Stenhouse Publishers.

Linda Dorn and Carla Soffos describe the process of comprehension as a reflection of the mind—a window into the reader’s thoughts. In Teaching for Deep Comprehension they discuss comprehension from a socio-cognitive perspective — specifically, how teachers can use the social context of reading workshop to promote deep comprehension. They mesh complex theories of comprehension with everyday practical examples in such a way as to help teachers develop a better understanding of what it means to comprehend while reading. The book’s appendix contains a wealth of reproducible materials, including text maps, graphic organizers, book lists, and resource charts. Supporting the text is a DVD containing eighty-five minutes of video from a first-grade reading workshop (shared reading, author studies, share time), an adult book discussion, a fourth-grade reading workshop (mini-lesson and literature discussion groups), and other settings.

Scaffolding Young Writers:
A Writers’ Workshop Approach.

Linda Dorn and Carla Soffos, 2001.
Stenhouse Publishers.

In Scaffolding Young Writers: A Writers’ Workshop Approach, Linda J. Dorn and Carla Soffos present a clear road map for implementing a writing’ workshop in the primary grades. Adopting an apprenticeship approach, the authors show how explicit teaching, good models, clear demonstrations, established routines, assisted teaching followed by independent practice, and self-regulated learning are all fundamental in establishing a successful writing workshop. There is a detailed chapter on organizing for writing workshop, including materials, components, routines, and procedures. Other chapters provide explicit guidelines for designing productive mini-lessons and student conferences.

Shaping Literate Minds:
Developing Self-Regulated Learners

Linda Dorn and Carla Soffos, 2001.
Stenhouse Publishers.

In Shaping Literate Minds, Linda J. Dorn and Carla Soffos illustrate how processing theory can be applied to the everyday practices of classroom teaching. An emphasis is placed on the development of self-regulated learners, including the transfer of cognitive strategies across reading and writing contexts. This is a book about problem solving–an internal tool that shapes the cognitive development of young readers and writers. At the same time, it is a book about the role of the teacher and the curriculum in structuring problem-solving opportunities. The authors provide teachers with clear and practical examples for implementing a learning curriculum that is based on Vygotskian theory.

Apprenticeship in Literacy:
Transitions Across Reading and Writing

Linda Dorn, Cathy French, and Tammy Jones, 1998.
Portland, ME: Stenhouse Publishers.

An apprenticeship approach to literacy emphasizes the role of the teacher in providing demonstrations, engaging children, monitoring their understanding, providing timely support and, ultimately, withdrawing that support as the child gains independence. As children become more competent readers and writers, the instructional interactions are adjusted to accommodate their higher-level learning. Drawing from authentic classroom examples—student writing samples, class schedules, photographs, and rich transcriptions of teaching and learning interactions—the authors illustrate instruction that is aimed at children’s learning zones. The authors also cover such practical matters as establishing routines and organizing the classroom environment, including rotation schedules for meeting with small groups of children, lists of materials for establishing literacy corners, and literacy corner activities designed to provide the children with opportunities for independent practice. With Apprenticeship in Literacy you can achieve a balanced literacy program that works for all your students.