An excellent resource for elementary teachers, this book will help them learn how to organize for literary instruction in their classroom. It is written in a way that turns the reader into a problem solver as they find solutions for numerous real-world questions. They'll discover how to dig deeper into literacy instruction and decide on what actions to take. The book also emphasizes ways to drive and teach literacy by using such things as children's toys and familiar characters.
Amy Seely Flint is an Associate Professor at Georgia State University. She regularly teaches courses in language and literacy for initial certification students, master degree students, and doctoral students. Dr. Flint works closely with teachers at a local elementary school, providing weekly professional development sessions in literacy development. Dr. Flint has received a number of grants to support teachers as they engage in professional development opportunities focused on literacy development. She was an elementary teacher for a number of years in Atlanta, Georgia and Los Angeles, California. Previously, Dr. Flint taught at Indiana University in Bloomington, Indiana. While at Indiana University, Dr. Flint was selected to be a principle investigator and member of the National Commission on Excellence in Elementary Teacher Preparation for Reading Instruction, sponsored by the International Reading Association. She was also involved in the Critical Literacy Study Group, a collaborative of colleagues, teachers, and preservice teachers that researched the role of critical literacy in elementary classrooms. She served as president of the Whole Language Umbrella and was a member of the executive board for the National Council of Teachers of English for two years. Dr. Flint is a co-author of one book, Buried Treasures in the Classroom: Using Hidden Influences to Enhance Literacy Teaching and Learning (with Dr. Mary Riordan-Karlsson, published by International Reading Association, 2002) and numerous articles in Journal of Literacy Research, Language Arts, The Reading Teacher, Elementary School Journal, and Young Child. She has authored chapters in Learning to Teach Reading: Setting the Research Agenda (edited by Cathy Roller, published by International Reading Association, 2001) and Improving Reading and Literacy in Grades 1-5 (edited by E P. St. John, S. Loester, and J. Barzdell, published by Corwin Press, 2003).