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Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide.

Print Price: $149.99

440 pp.
80 photos (1-colour); 29 figures and 58 tables (2-colour), 8" x 10"


Copyright Year:

Imprint: OUP Canada


Reading, Writing, and Children's Literature, Canadian Edition

Jacqueline Lynch and Kristen Ferguson

Literacy: Reading, Writing, and Children's Literature is a comprehensive and accessible introduction to balanced literacy instruction and learning for pre-service and in-service teachers. Tailored for Canadians, this practical and current text provides a theoretical foundation alongside real-world classroom examples for teaching the foundational skills of literacy.

Readership : A core text for courses on English Language Arts (ELA), taken as part of a Bachelor of Education program at either the undergraduate or graduate level (depending on the institution).


  • "This text is highly engaging and offers readers a comprehensive exploration of the most important elements of literacy instruction and learning."
    --Leah Kearney, York University

  • "This textbook is teacher friendly and attempts to cover the more scientific parts of literacy development in detail."
    --Sandra Martin-Chang, Concordia University

Note: Each chapter includes
- Introduction
- Summary
- Activities
- Recommended reading
- Online resources
- Curriculum examples
Brief Contents
Detailed Contents
About the Authors
- Canadian Acknowledgments
- Australian Acknowledgments
Guided Tour of the Canadian Edition
Introduction: Literacy in the Current Context
What Is Literacy?
The Importance of Literacy
Literacy as a Social Practice
Literacy and Text
Literacy and Technology
Language of Teaching in Canada
Excellence in Teaching Literacy
1. A Balanced View of Reading
What Is Reading?
The Phases of Reading
The Knowledge We Need in Order to Read
The Skills Readers Use
Putting It All Together for Effective Reading
The Teaching of Reading
A Balanced View of Reading
Balanced Literacy Framework
The Six Language Arts
2. Oral Language Introduction
Language as Social Practice
How Context Influences Language Use or Register
Oral Language
Oral Language Teaching and Learning
Oral Language and Diversity
3. Word Recognition: Phonics, Phonemes and Phonemic Awareness
World Writing Systems
Phonological/Phonemic Awareness
Phonics Instruction
When and How to Teach Phonics
4. Comprehension: The Meaning of Text
The Quest for Meaning
Keeping Things in Perspective
How Readers Operate
Approaches to Text and the Locus of Meaning
The Difference between Skills and Strategies
Global Reading Strategies
Comprehension Strategies
Teaching Comprehension Strategies
Techniques to Teach Comprehension Strategies in Tandem
5. Writing
What Makes Writing Important?
Integrating the Language Arts
The Writing Continuum
Balanced Writing
Approaches to Teaching Writing
Conditions for Effective Writing in the Classroom
The Reluctant Writer
Motivation as a Key Factor
Writing and Technology
Ten Activities to Inspire Writing
6. Children's Literature
Ideas of Language, Reading, and Text
Literature, Language, and Story
Children's Literature and the Literature Continuum
Literature and Literature for Children
Literature and Digital Literacy
Which Books Should We Choose?
Diversity in Literature and Cultural Literacy
What You Do Not Choose: Censorship of Books in the Classroom
Suggestions for Book Selection
Building a Unit Plan with Children's Literature
7. Modelled Reading and Writing
The Importance of Modelling and the Gradual Release of Responsibility
Think Alouds
Modelled Reading: Read Alouds
Modelled Reading: What Do Read Alouds Look and Sound Like?
Modelled Reading: The Role of The Teacher Before, During, and After The Reading
Outline of a Read Aloud Lesson
Modelled Writing: Writing Out Loud
Outline of a Modelled Writing Lesson
8. Shared Reading and Writing
Shared Instruction in the Gradual Release of Responsibility Model
Outline of a Shared Reading Lesson
Shared and Interactive Writing: Writing with Students
Outline of a Shared Writing Lesson
Outline of an Interactive Writing Lesson
9. Guided Reading and Writing
Guided Instruction in the Gradual Release of Responsibility
Grouping Students for Guided Instruction
Scheduling Guided Instruction
What Is the Rest of the Class Doing during Guided Instruction?
Texts for Guided Reading
The Overemphasis of Text Levelling
Guided Reading: What Does It Look Like?
Guided Reading Compared to Traditional Reading Groups
Outline of a Guided Reading Lesson
Guided Writing
Outline of a Guided Writing Lesson
10. Independent Reading and Writing
Independent Practice in the Gradual Release of Responsibility Model
Fluency and Flow in Reading and Writing
Independent Reading
Independent Reading as Part of a Balanced Literacy Framework
Reading Motivation
Reading Fluency
Independent Reading: What Does It Look Like?
Outline of an Independent Reading Lesson
Independent Writing
Outline of an Independent Writing Lesson
11. Word Work: Grammar, Punctuation, Spelling, and Handwriting
What Is Grammar?
Why Teach Grammar?
Traditional and Functional Grammar
Teaching Grammar
Teaching Spelling
Children's Stages of Spelling Development
English Orthography
Keeping Spelling "In Check"
Spelling for Children with Special Needs
The Important Process of Handwriting
Teaching Handwriting
Typing Skills
12. Assessment in Reading and Writing
What Is Assessment?
Purposes of Assessment
How to Use Assessment in the Classroom
Some Assessment Strategies and Tools
Assessment Strategies for Students with Special Educational Needs
Selecting Assessment Strategies
After Assessment: Providing Feedback
13. Viewing and Visually Representing
Semiotics, Signs, and Inference
What Is Visual Literacy?
Viewing: Interpreting Visual Communication
Visually Representing: Creating Visual Communication
Visual Literacy and Drama
Dramatic Retellings
Ways to Have Students Visually Represent Using Drama
Make it Multi-Modal: Use Technology in Visual Response
14. New Literacies and Critical Literacy
Digital Literacy
A Teaching Digital Literacies
Critical Literacy
15. Literacy and English Language Learners (ELLs)
Introduction: Who Are English Language Learners (ELLs)?
Types of Language Development for ELLs: Everyday English versus Academic English
Gaining Information about Home Languages
Oral Supports for ELLs
General Strategies for ELLs
Literature and "Knowledge of the World"
Teaching Indigenous Students
Examples of Inclusive Literacy Activities
Assessment and ELLs
16. Emergent Literacy and Literacy at Home
Emergent Literacy: From Home to School
Language and Print Engagement with Young Children
Language Play
Sharing Books and Engaging in Oral Storytelling
Emergent Writing Activities
Public and Environmental Print
Engaging in Dramatic Play
Implications for Teaching
Parental Supports of Literacy in the Elementary School Years
Appendix 1: Key Literary Contacts
Appendix 2: Oxford Word List
- General References and Critical Texts
- Children's Literature References

Instructor's Manual:
For each chapter:
- Chapter overview
- 5-10 learning objectives
- Key concepts/terms (list and definition)
- 5-7 discussion or debate ideas
- Lecture outline/suggested lecture topics
- 5-7 additional resources
-- Further readings
-- Links to websites
PowerPoint Slides:
For each chapter:
- 20-30 slildes
- Includes all images, figures, and tables from text
Test Bank:
For each chapter:
- 25-30 multiple choice questions
- 10 true or false questions
- 5 short answer questions
- 3 essay questions
- Answer key with page reference
E-Book (ISBN 9780199020744)

Jacqueline Lynch is an Associate Professor in the Faculty of Education at York University.

Kristen Ferguson is an Associate Professor at the Schulich School of Education at Nipissing University.

Language and Learning - Marie Emmitt, Matthew Zbaracki, Linda Komesaroff, John Pollock, Rebecca Luce-Kapler and Jane Chin
Teaching Grammar and Punctuation in the Twenty-First Century - Marion Terry
The Grammar Handbook - Gordon Winch
Making Sense in Education - Margot Northey, Kristen Ferguson and Jon G. Bradley

Special Features

  • Tailored for teacher candidates in Canada, the text includes Canadian context, research, examples, and discussion of important Canadian topics like multiculturalism and Indigenous culture (pp. 44, 125-126, 130-131, 356-357), and examples from curricula across Canada.
  • Extensive pedagogy extends students' learning beyond the classroom with helpful study aids including chapter highlights, bolded key terms, quick-study summaries, end-of-chapter activities, readings, and web resources.
  • "In the Classroom" vignettes at the start of each chapter demonstrate key approaches and strategies and present teaching scenarios that can be successfully implemented in classrooms.
  • Reflects changes to Canadian English language arts curricula through coverage of a broad spectrum of literature, multiliteracies (Ch. 14), diverse cultural and language representation, visual literacy (Ch. 13), and increased emphasis of media representation and computer technology (pp. 110-111, 124, 309-310, 321, 326-338).
  • Discussion of multiliteracies throughout - including digital, multimodal, and visual literacy - encourages students to incorporate all aspects of learning in all stages of literacy instruction.
  • An extensive photo program offers a visually appealing design for students with numerous figures, boxes, and tables.
  • A visually appealing design features an extensive photo program as well as numerous figures, tables, and boxes.