Visible Learning for Literacy, Grades K-12

Visible Learning for Literacy, Grades K-12 : Implementing the Practices That Work Best to Accelerate Student Learning

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"Every student deserves a great teacher, not by chance, but by design" - Douglas Fisher, Nancy Frey, & John Hattie

What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year's worth of learning for a year spent in school? Would you keep the paper or throw it away?

We think you'd keep it. And that's precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie's head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning.

These practices are "visible" for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student's learning, and their effect is tangible. Yes, the "aha" moments made visible by design.

With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie's research, and show you:
How to use the right approach at the right time, so that you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep.Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more. Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students' lives-and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one's impact on student's learning.
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Product details

  • Paperback | 216 pages
  • 187 x 231 x 17.78mm | 430.91g
  • SAGE Publications Inc
  • Corwin Press Inc
  • Thousand Oaks, United States
  • English
  • 1506332358
  • 9781506332352
  • 2,166

Table of contents

List of VideosPrefaceAcknowledgmentsChapter 1. Laying the Groundwork for Visible Learning for LiteracyThe Evidence Base Meta-Analyses Effect SizesNoticing What WorksLearning From What Works, Not Limited to Literacy Teacher Credibility Teacher-Student Relationships Teacher ExpectationsGeneral Literacy Learning Practices 1. Challenge 2. Self-Efficacy 3. Learning Intentions With Success CriteriaConclusionChapter 2. Surface Literacy LearningWhy Surface Literacy Learning Is EssentialAcquisition and ConsolidationAcquisition of Literacy Learning Made VisibleLeveraging Prior KnowledgePhonics Instruction and Direct Instruction in ContextVocabulary Instruction Mnemonics Word Cards Modeling Word Solving Word and Concept Sorts Wide ReadingReading Comprehension Instruction in Context Summarizing Annotating Text Note-TakingConsolidation of Literacy Learning Made VisibleRehearsal and Memorization Through Spaced Practice Repeated Reading Receiving FeedbackCollaborative Learning With PeersConclusionChapter 3. Deep Literacy LearningMoving From Surface to DeepDeep Acquisition and Deep ConsolidationDeep Acquisition of Literacy Learning Made Visible Concept Mapping Discussion and Questioning Close ReadingDeep Consolidation of Literacy Learning Made Visible Metacognitive Strategies Reciprocal Teaching Feedback to the LearnerConclusionChapter 4. Teaching Literacy for TransferMoving From Deep Learning to TransferTypes of Transfer: Near and FarThe Paths for Transfer: Low-Road Hugging and High-Road BridgingSetting the Conditions for Transfer of LearningTeaching Students to Organize Conceptual Knowledge Students Identify Analogies Peer Tutoring Reading Across Documents Problem-Solving TeachingTeaching Students to Transform Conceptual Knowledge Socratic Seminar Extended Writing Time to Investigate and ProduceConclusionChapter 5. Determining Impact, Responding When the Impact Is Insufficient, and Knowing What Does Not WorkDetermining Impact Preassessment PostassessmentResponding When There Is Insufficient ImpactResponse to Intervention Screening Quality Core Instruction Progress Monitoring Supplemental and Intensive InterventionsLearning From What Doesn't Work Grade-Level Retention Ability Grouping Matching Learning Styles With Instruction Test Prep HomeworkConclusionAppendix: Effect SizesReferencesIndex
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About Douglas B. Fisher

Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is the recipient of an IRA Celebrate Literacy Award, NCTE's Farmer Award for Excellence in Writing, as well as a Christa McAuliffe Award for Excellence in Teacher Education. Doug can be reached at Nancy Frey, Ph.D., is Professor of Literacy in the Department of Educational Leadership at San Diego State University. The recipient of the 2008 Early Career Achievement Award from the National Reading Conference, she is also a teacher-leader at Health Sciences High & Middle College and a credentialed special educator, reading specialist, and administrator in California. Dr. John Hattie has been Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, since March 2011. He was previously Professor of Education at the University of Auckland. His research interests are based on applying measurement models to education problems. He is president of the International Test Commission, served as advisor to various Ministers, chaired the NZ performance based research fund, and in the last Queens Birthday awards was made "Order of Merit for New Zealand" for services to education. He is a cricket umpire and coach, enjoys being a Dad to his young men, besotted with his dogs, and moved with his wife as she attained a promotion to Melbourne. Learn more about his research at
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