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With over 25 years of experience as a teacher, literacy coach, and staff developer, Robin Griffith currently shares her strengths-based approach to literacy learning with pre-service teachers and through professional development that helps teachers and literacy specialists recognize, understand, and reflect on the thousands of instructional decisions they make on a daily basis. Robin has a heart for teachers and for literacy education. She considers it a great privilege to work with and among classroom teachers who are eager to refine their craft.
Robin is a Professor of literacy education in the College of Education at Texas Christian University (TCU) in Fort Worth, Texas. She currently serves as Department Chair for Teaching and Learning Sciences and continues to teach undergraduate and graduate course in literacy education while also consulting with school districts. She served as co-editor of The Reading Teacher for six years and continues to serve as a reviewer for several literacy journals.
Her publications include an edited book, Preparing Globally Minded Teachers and journal articles in peer reviewed publications including Language Arts, The Reading Teacher, The Teacher Educator, Journal of Language and Literacy Education, Reading Horizons, Literacy Practice and Research, The Dragon Lode, Journal of School Connections, Theory into Practice, and Literacy Teaching and Learning. She regularly presents at the Literacy Research Association Conference, International Literacy Association Conference, and the National Reading Recovery and K-6 Literacy Conference. She has been the College of Education representative for TCU Chancellor’s Award for Distinguished Achievement as a Teacher/Scholar and received the Dean’s Research and Creativity Award at TCU.
In her free time, she enjoys gardening and owl watching with her husband in the backyard swing that belonged to her parents and grandparents. She loves watching her three great children find their life paths.
In Teachers as Decision Makers: Responsive Guided Reading Instruction, Robin Griffith draws on years of research and countless interactions with students and teachers to present a framework of instructional decision making centered on the readers we work with, the books we share with them, and the instructional objectives we guide them toward.
In this fresh look at the instructional choices we make, Griffith offers an in-depth guide in which you’ll discover how to make effective, student-driven decisions, both while planning for and in the moments of teaching at the guided reading table, including:
The Teacher Decision Making Framework, grounded in the learner, the goal, and the text
Direct applications across three guided reading text level bands: Emergent, Early, and Transitional
Tables, charts, and reproducible materials for easy reference in assessing and monitoring key reading behaviors at each band
50 quick reference Decision Guides for practical planning and responding in three instructional areas: Word Solving, Fluency and Expression, and Comprehension
Whether you’re new to guided reading or looking to refine your practice, this practical resource will give you the tools you need to elevate your instruction and refine your ability to make effective decisions when teaching young readers.
Mathematizing Children’s Literature
Sparking Connections, Joy, and Wonder Through Read-Alouds and Discussion