For future literacy teachers just beginning their professional education, nothing's more important than the first core text that builds their foundation for classroom success. That's why every preservice teacher should start with this introductory reading textbook, ideal for teaching fundamental literacy skills to students in pre-Kâ "Grade 6.

Based on cutting-edge research, best practices, and the newest professional standards, this core literacy textbook is a must for tomorrow's teachers because it

• Focuses on pre-Kâ "Grade 6--critical years for mastering the basics of literacy and becoming a successful reader
• Covers every key element of reading: oral language, phonemic awareness, phonics, alphabetic principle, vocabulary, fluency, comprehension, handwriting, spelling, and writing
• Fully explains the new Common Core State Standards and links them explicitly with each key reading component
• Highlights best assessment practices for each reading component and makes clear connections between assessment and effective instruction
• Weaves RTI guidance throughout, so teachers can implement this highly effective model in their own classrooms
• Includes contributions from highly respected experts in reading instruction
• Advances differentiated instruction and inclusion, with guidance on teaching struggling students and English language learners
• Prepares educators for the real world of teaching, with ready-to-use tips on addressing all the elements of reading instruction in their allotted classroom time
• Examines current legislation, including the reauthorization of the Early and Secondary Education Act (ESEA) and what it means for classroom instruction

Expertly organized and student-friendly, this practical text makes complex material easy to learn with case studies and classroom examples, scripted demonstrations of lessons, in-class exercises, chapter objectives, glossary terms, engaging photos, and short summaries of key information. And each chapter includes sample assignments ideal for tutors or student teachers, so they can immediately translate their knowledge into effective instruction.

The essential first step in every reading teacher's professional preparation, this accessible textbook lays a solid foundation for future coursework--and for a successful career of shaping confident, competent readers.

Please download Replacement Table 4.1. Guide to pronunciation of English sounds, from page 59, Fundamentals of Literacy Instruction and Assesment, Pre-K-6.

Martha Hougen, Ph.D. As a general and special education teacher, public school administrator, and university faculty member, Dr. Hougen has dedicated her work to improve the achievement of students who struggle with learning. She supports teacher educators, teacher candidates, classroom teachers, and specialists to implement the science of literacy.

While working at the Meadows Center for Preventing Educational Risk at The University of Texas at Austin College of Education, Dr. Hougen led the Higher Education Collaborative (HEC). The HEC provided collaborative and professional development opportunities for teacher educators in literacy throughout Texas. She continued this work on a national scale with the Collaboration for Effective Educator Development, Accountability, and Reform Center (CEEDAR Center) at the University of Florida, working with state departments, institutes of higher education, and school districts.

Currently, Dr. Hougen is a national consultant collaborating with state departments and institutes of higher education to improve educator preparation. She also serves on the board of The Center for Effective Reading Instruction.

Dr. Hougen has contributed to numerous professional publications on literacy and teacher education, including two textbooks: The Fundamentals of Literacy Assessment & Instruction, Pre-K-6, 1st and 2nd editions (2012 and 2020) and The Fundamentals of Literacy Assessment & Instruction, 6-12 (2014).

Susan M. Smartt, Ph.D. As a senior research associate at Vanderbilt University, Dr. Smartt engaged in research, writing, and teaching focused on improving teacher preparation in reading. Previously, she was a national literacy consultant with state departments, teacher preparation programs, and local school districts. Her work focused on facilitating school reform, implementing, reading intervention for low-performing schools, using data to inform practice, developing Response to Intervention initiatives, and implementing scientifically based literacy programs.

Dr. Smartt owned and directed a reading clinic for more than 20 years in which she provided comprehensive psychoeducational assessments, dyslexia evaluations, and tutoring services. She has been a classroom teacher, a reading coach, a reading specialist, and a principal. She was an early contributor to the development of LETRS (Language Essentials for Teachers of Reading and Spelling) (Moats & Tolman, 2017) and past president of the Tennessee branch of the International Dyslexia Association. Her publications include journal articles, edited volumes, and books on research-based reading intervention and policy initiatives, including Next STEPS in Literacy Instruction: Connecting Assessments to Effective Interventions (Smartt & Glaser, 2010). Currently, Dr. Smartt tutors and provides advocacy services for students with dyslexia.

Stephanie Al Otaiba, Ph.D., is a professor of teaching and learning at Southern Methodist University. A former special education teacher, her research focuses on early literacy interventions for students with or at-risk for disabilities, Response to Intervention (RTI), and teacher training. She is the author or coauthor of more than 130 articles and chapters. Dr. Al Otaiba is serves on the executive board of the International Dyslexia Association and is the Editor of the Journal of Learning Disabilities..

Suzanne Carreker, Ph.D., CALT-QI, joined Lexia Learning in 2015 as Principal Educational Content Lead, where she spearheaded the curriculum design of a groundbreaking reading program for struggling adolescent readers. Her career includes 28 years at Neuhaus Education Center, a nonprofit organization in Houston, Texas. She co-edited the fourth edition of Multisensory Teaching of Basic Language Skills (Paul H. Brookes Publishing Co., 2018) with Judith Birsh. In 2018, Dr. Carreker was the recipient of the Margaret Byrd Rawson Lifetime Achievement Award from the International Dyslexia Association for her commitment to excellence and advocacy for people with dyslexia.

Christie Cavanaugh, Ph.D., is a clinical faculty member in the department of Specialized Education Services at the University of North Carolina Greensboro and serves as the edTPA Coordinator for all programs offering initial teaching licensure. Her areas of expertise are grounded in special education, reading instruction, and oral language development. She has worked with reading research centers and supported schools, districts, and state departments of education to implement practices and develop professional development materials for enhancing reading instruction and intervention at the elementary levels and language development for early childhood and elementary grades. Dr. Cavanaugh has published and presented nationally and internationally on language, reading, and Multi-Tiered Systems of Support. She also serves as an educational services consultant in literacy for CORE (Consortium on Reaching Excellence in Education).

Stephen Ciullo, Ph.D., . Dr. Ciullo is an associate professor of special education at Texas State University. He earned his doctorate from the University of Texas at Austin. His research focuses on improving writing and reading outcomes for students with learning disabilities. Dr. Ciullo also conducts research to support the content-area literacy instruction of educators who teach students with learning disabilities. He was previously a special education teacher in New York.

Darcy Dycha, M.Ed., began her teaching career in an inner city school in Canada. Working for a large school district, she established herself as a leader in literacy instruction with funding from the Alberta Initiative for School Improvement. After moving to the United States, Ms. Dycha worked at the state level for Texas Reading First and then for the Texas Literacy Initiative. Currently, Ms. Dycha works for the Childrenâ (TM)s Learning Institute at The University of Texas Health Science Center at Houston as a senior project manager where she researches, develops, and provides professional development for educators working with children from birth to grade 12.

Susan M. Ebbers, M.S., taught middle and elementary grades for 15 years before moving into administration, curriculum writing, and research. Her doctoral studies focused on vocabulary development, morphological awareness, and the development of literacy. Her curricular materials are published by Voyager Sopris Learning. Her childrenâ (TM)s literature is published by Rowe Publishing.

Jan Hasbrouck, Ph.D., is a researcher, author, and trainer working with schools in the United States and internationally. She worked as a reading specialist and coach for 15 years and later became a professor. Dr. Hasbrouck is the author and coauthor of several books and reading programs, and her research in reading fluency, academic assessment and interventions, and coaching has been widely published. She continues to collaborate with researchers on projects related to assessment and intervention.

Heather Haynes Smith, Ph.D., is an associate professor at Trinity University in the Department of Education. She earned her doctorate in special education from the University of Kansas. She teaches courses on reading, learning disabilities and behavior disorders, and special education. Dr. Smith previously worked in education as an elementary teacher, Kâ "12 literacy coach, state and national technical assistance provider, and program coordinator on research and dissemination grants. Her research interests include inclusion, integrating academic and behavior supports and social/emotional learning for students with learning disabilities, and practices to improve courses and teacher preparation.

Kristie Hotchkiss, M.S., has 32 years of teaching experience with at-risk populations as a reading specialist. At the University of Texas at Austin she worked as the project coordinator for the College & Career Readiness Initiative and at the Vaughn Gross Center on the Texas Adolescent Literacy Academies project.,

Natalie G. Olinghouse, Ph.D., is an associate professor in the Educational Psychology Department and a research scientist in the Center for Behavioral Education and Research at the University of Connecticut. She has written publications for research and practitioner audiences on writing instruction and assessment, reading and writing connections, individual differences in writing, and the role of vocabulary in written composition. She is particularly interested in developing reliable and valid writing assessment and scoring methods. Dr. Olinghouse teaches graduate courses in the areas of student assessment, writing instruction and assessment, and academic/professional writing. She also provides consultation to states and districts on improving writing instruction and assessment to better meet studentsâ (TM) needs. Dr. Olinghouse has 12 years of special education teaching experience with students with mild to severe disabilities in Michigan and Florida.

Joshua Wilson, Ph.D., studies ways to improve the teaching and learning of writing and how automated writing evaluation software programs may be used to achieve those goals. A former special education teacher, Dr. Wilson is particularly interested in improving writing achievement for students with or at risk for learning disabilities. He regularly partners with school districts that are piloting automated writing evaluation, supporting districtsâ (TM) efforts to study the resulting outcomes on writing instruction and learning.