Laurie Elish-Piper | Northern Illinois University (original) (raw)

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Papers by Laurie Elish-Piper

Research paper thumbnail of Addressing the Literacy Needs of Adolescent Students: Listening to Their Voices

New England Reading Association Journal, 2006

Research paper thumbnail of Family Engagement in Literacy: The Politicization of Education: Four Big Ideas for Navigating Challenging Times with Students’ Families

Illinois Reading Council journal, Jun 15, 2023

Research paper thumbnail of Family Engagement in Literacy: One Size Does Not Fit All: A Multi-Tiered Approach to Family Engagement

Illinois Reading Council Journal

Research paper thumbnail of Family Engagement in Literacy: Understanding Students’ Funds of Identity by Connecting with Families

Illinois Reading Council Journal

Research paper thumbnail of Family Engagement in Literacy: A Dignity-Centered Approach to Family Engagement

Illinois Reading Council Journal, 2022

Research paper thumbnail of Coaching to Support Disciplinary Literacy Instruction: Navigating Complexity and Challenges for Sustained Teacher Change

Literacy Research and Instruction, 2017

ABSTRACT This study investigated how a high school literacy coach provided coaching to support te... more ABSTRACT This study investigated how a high school literacy coach provided coaching to support teachers’ understanding and implementation of disciplinary literacy instruction. With a focus on collaborations between the literacy coach and teachers in the disciplines of social studies, math, and English, this article presents three case studies that illustrate how the coach and teachers designed instruction within and beyond the district’s curricular frameworks. Findings suggest when the coach situated herself as a collaborator, rather than an expert, and positioned the teacher as the disciplinary expert, the coach and teacher were able to foreground the discipline and plan meaningful disciplinary literacy instruction. The use of open-ended questions, think-alouds, and an examination of instructional tasks from students’ perspectives enabled the teachers to strengthen their disciplinary literacy instruction.

Research paper thumbnail of The Assessment to Instructional Planning (ATIP) Framework: A Multidimensional, Contextualized Approach to Using Assessment to Plan Instruction

Literacy Research, Practice and Evaluation, 2012

ABSTRACT Purpose – To present the Assessment to Instructional Planning (ATIP) framework that uses... more ABSTRACT Purpose – To present the Assessment to Instructional Planning (ATIP) framework that uses assessment to guide instructional planning.Design/methodology/approach – The ATIP framework is comprised of three interconnected processes: data collection, data analysis and interpretation, and instructional planning.Findings – In the ATIP framework, data collection includes reviewing background information and developing and implementing an assessment plan. The data analysis and interpretation process begins with scoring assessments and progresses to contextualizing results and making decisions. Instructional planning moves from setting goals to selecting instructional methods and materials, implementing instructional checkpoints, and monitoring and adjusting instruction.Research limitations/implications – The ATIP framework provides a step-by-step process that educators can follow to use assessment to plan instruction. ATIP requires that educators already have knowledge of literacy assessment and instruction to apply the Framework appropriately.Practical implications – The ATIP framework can be applied for students in grades K-8 in clinical settings, school-based intervention programs, and elementary and middle school classrooms.Originality/value – This chapter provides three profiles to illustrate the ATIP framework in clinical, small-group intervention, and classroom settings with different levels of readers with varying strengths, needs, and backgrounds.

Research paper thumbnail of Specialized Literacy Professionals as Literacy Leaders: Results of a National Survey

Literacy Research and Instruction, 2015

This large-scale national survey of specialized literacy professionals was designed to answer que... more This large-scale national survey of specialized literacy professionals was designed to answer questions about responsibilities, including leadership, and about preparation for these roles. Questionnaires, completed by over 2,500 respondents, indicated that respondents had multiple responsibilities that included both instruction of struggling readers and support for teachers. Four distinct role-groups were identified: instructional/literacy coaches, reading/literacy specialists, reading teachers/interventionists, and supervisors. The findings indicated a need for more precise definitions of the roles of these professionals and for preparation programs to include experiences that address the tasks required. Themes discussed included: roles have changed and require more focus on leadership, specialists need to be nimble, and they require more in-depth preparation if they are to be able to handle the leadership demands of their positions.

Research paper thumbnail of What Matters for Elementary Literacy Coaching? Guiding Principles for Instructional Improvement and Student Achievement

The Reading Teacher, 2010

Research paper thumbnail of Family Engagement in Literacy: Trauma-Sensitive Family Engagement

Illinois Reading Council Journal

Research paper thumbnail of Family Engagement in Literacy: Trauma-Sensitive Family Engagement

Illinois Reading Council Journal

Research paper thumbnail of Family Engagement in Literacy: What Does Equity Have to Do with Promoting Family Engagement in Literacy?

Research paper thumbnail of Transforming School-wide Literacy Instruction: Outcomes of a Literacy Leadership Academy for K-12 School Administrators

Research paper thumbnail of Scaffolding the English Canon with Linked Text Sets

English Journal, 2009

Abstract: How can teachers build students' interest and engagement in reading texts in t... more Abstract: How can teachers build students' interest and engagement in reading texts in the high school English curriculum while still providing access to challenging texts from the canon? Teachers typically expect their secondary students to read texts from the English ...

Research paper thumbnail of Early Literacy Assessments & Teaching Strategies

Abstract: The purpose of this book is to assist teachers as they work with emergent readers and w... more Abstract: The purpose of this book is to assist teachers as they work with emergent readers and writers--children who are in the early stages of reading and writing development, typically in preschool through grade 2. Section 1 of the book presents an overview of ...

Research paper thumbnail of Parent involvement - What Really Makes a Difference for students?

Research paper thumbnail of Balanced Reading Instruction: Teachers' Visions and Voices

Research paper thumbnail of The Common Core Coaching Book: Strategies to Help Teachers Address the K-5 ELA Standards

Research paper thumbnail of Literacy and Their Lives: Four Low-Income Families Enrolled in a Summer Family Literacy Program

Journal of Adolescent & Adult Literacy, 1997

families used literacy for meaningful purposes, but the purposes and degrees of literacy use diff... more families used literacy for meaningful purposes, but the purposes and degrees of literacy use differed in connection with the socialcontextual factors in their lives. ■■■By 1990, there were approximately 500 family literacy programs throughout the U.S. in libraries, adult literacy education, community agencies, schools, and workplaces (Nickse, 1990), and this number appears to be growing. Family literacy programs in the U.S. are supported and operated by federal, state, local, and private organizations, and they range from parental involvement programs that target children's literacy development to intergenerational programs that provide literacy instruction to both parents and their children (Morrow, Tracey, & Maxwell, 1995). The majority of family literacy programs are based on teaching parents how to read with their children using children's literature (Edwards, 1986, 1995; France & Hager, 1993; Handel, 1992; Morrow, 1995; Morrow & Paratore, 1993). At present, some educato...

Research paper thumbnail of Family Engagement in Literacy: Insights on E-Learning at the Elementary Level

Illinois Reading Council Journal

Research paper thumbnail of Addressing the Literacy Needs of Adolescent Students: Listening to Their Voices

New England Reading Association Journal, 2006

Research paper thumbnail of Family Engagement in Literacy: The Politicization of Education: Four Big Ideas for Navigating Challenging Times with Students’ Families

Illinois Reading Council journal, Jun 15, 2023

Research paper thumbnail of Family Engagement in Literacy: One Size Does Not Fit All: A Multi-Tiered Approach to Family Engagement

Illinois Reading Council Journal

Research paper thumbnail of Family Engagement in Literacy: Understanding Students’ Funds of Identity by Connecting with Families

Illinois Reading Council Journal

Research paper thumbnail of Family Engagement in Literacy: A Dignity-Centered Approach to Family Engagement

Illinois Reading Council Journal, 2022

Research paper thumbnail of Coaching to Support Disciplinary Literacy Instruction: Navigating Complexity and Challenges for Sustained Teacher Change

Literacy Research and Instruction, 2017

ABSTRACT This study investigated how a high school literacy coach provided coaching to support te... more ABSTRACT This study investigated how a high school literacy coach provided coaching to support teachers’ understanding and implementation of disciplinary literacy instruction. With a focus on collaborations between the literacy coach and teachers in the disciplines of social studies, math, and English, this article presents three case studies that illustrate how the coach and teachers designed instruction within and beyond the district’s curricular frameworks. Findings suggest when the coach situated herself as a collaborator, rather than an expert, and positioned the teacher as the disciplinary expert, the coach and teacher were able to foreground the discipline and plan meaningful disciplinary literacy instruction. The use of open-ended questions, think-alouds, and an examination of instructional tasks from students’ perspectives enabled the teachers to strengthen their disciplinary literacy instruction.

Research paper thumbnail of The Assessment to Instructional Planning (ATIP) Framework: A Multidimensional, Contextualized Approach to Using Assessment to Plan Instruction

Literacy Research, Practice and Evaluation, 2012

ABSTRACT Purpose – To present the Assessment to Instructional Planning (ATIP) framework that uses... more ABSTRACT Purpose – To present the Assessment to Instructional Planning (ATIP) framework that uses assessment to guide instructional planning.Design/methodology/approach – The ATIP framework is comprised of three interconnected processes: data collection, data analysis and interpretation, and instructional planning.Findings – In the ATIP framework, data collection includes reviewing background information and developing and implementing an assessment plan. The data analysis and interpretation process begins with scoring assessments and progresses to contextualizing results and making decisions. Instructional planning moves from setting goals to selecting instructional methods and materials, implementing instructional checkpoints, and monitoring and adjusting instruction.Research limitations/implications – The ATIP framework provides a step-by-step process that educators can follow to use assessment to plan instruction. ATIP requires that educators already have knowledge of literacy assessment and instruction to apply the Framework appropriately.Practical implications – The ATIP framework can be applied for students in grades K-8 in clinical settings, school-based intervention programs, and elementary and middle school classrooms.Originality/value – This chapter provides three profiles to illustrate the ATIP framework in clinical, small-group intervention, and classroom settings with different levels of readers with varying strengths, needs, and backgrounds.

Research paper thumbnail of Specialized Literacy Professionals as Literacy Leaders: Results of a National Survey

Literacy Research and Instruction, 2015

This large-scale national survey of specialized literacy professionals was designed to answer que... more This large-scale national survey of specialized literacy professionals was designed to answer questions about responsibilities, including leadership, and about preparation for these roles. Questionnaires, completed by over 2,500 respondents, indicated that respondents had multiple responsibilities that included both instruction of struggling readers and support for teachers. Four distinct role-groups were identified: instructional/literacy coaches, reading/literacy specialists, reading teachers/interventionists, and supervisors. The findings indicated a need for more precise definitions of the roles of these professionals and for preparation programs to include experiences that address the tasks required. Themes discussed included: roles have changed and require more focus on leadership, specialists need to be nimble, and they require more in-depth preparation if they are to be able to handle the leadership demands of their positions.

Research paper thumbnail of What Matters for Elementary Literacy Coaching? Guiding Principles for Instructional Improvement and Student Achievement

The Reading Teacher, 2010

Research paper thumbnail of Family Engagement in Literacy: Trauma-Sensitive Family Engagement

Illinois Reading Council Journal

Research paper thumbnail of Family Engagement in Literacy: Trauma-Sensitive Family Engagement

Illinois Reading Council Journal

Research paper thumbnail of Family Engagement in Literacy: What Does Equity Have to Do with Promoting Family Engagement in Literacy?

Research paper thumbnail of Transforming School-wide Literacy Instruction: Outcomes of a Literacy Leadership Academy for K-12 School Administrators

Research paper thumbnail of Scaffolding the English Canon with Linked Text Sets

English Journal, 2009

Abstract: How can teachers build students' interest and engagement in reading texts in t... more Abstract: How can teachers build students' interest and engagement in reading texts in the high school English curriculum while still providing access to challenging texts from the canon? Teachers typically expect their secondary students to read texts from the English ...

Research paper thumbnail of Early Literacy Assessments & Teaching Strategies

Abstract: The purpose of this book is to assist teachers as they work with emergent readers and w... more Abstract: The purpose of this book is to assist teachers as they work with emergent readers and writers--children who are in the early stages of reading and writing development, typically in preschool through grade 2. Section 1 of the book presents an overview of ...

Research paper thumbnail of Parent involvement - What Really Makes a Difference for students?

Research paper thumbnail of Balanced Reading Instruction: Teachers' Visions and Voices

Research paper thumbnail of The Common Core Coaching Book: Strategies to Help Teachers Address the K-5 ELA Standards

Research paper thumbnail of Literacy and Their Lives: Four Low-Income Families Enrolled in a Summer Family Literacy Program

Journal of Adolescent & Adult Literacy, 1997

families used literacy for meaningful purposes, but the purposes and degrees of literacy use diff... more families used literacy for meaningful purposes, but the purposes and degrees of literacy use differed in connection with the socialcontextual factors in their lives. ■■■By 1990, there were approximately 500 family literacy programs throughout the U.S. in libraries, adult literacy education, community agencies, schools, and workplaces (Nickse, 1990), and this number appears to be growing. Family literacy programs in the U.S. are supported and operated by federal, state, local, and private organizations, and they range from parental involvement programs that target children's literacy development to intergenerational programs that provide literacy instruction to both parents and their children (Morrow, Tracey, & Maxwell, 1995). The majority of family literacy programs are based on teaching parents how to read with their children using children's literature (Edwards, 1986, 1995; France & Hager, 1993; Handel, 1992; Morrow, 1995; Morrow & Paratore, 1993). At present, some educato...

Research paper thumbnail of Family Engagement in Literacy: Insights on E-Learning at the Elementary Level

Illinois Reading Council Journal