Beyond the Bedtime Story

Beyond the Bedtime Story: Understanding and Promoting Reading Development During the Middle School Years was written for educators, parents, and all who care about promoting the reading development of middle school students. The book fills a much-needed void in scholarly literature by considering the unique developmental nature of early adolescence. Although the authors highlight many of the challenges with promoting reading achievement during the middle school transition years, their hope is that this user-friendly book will suggest ways that reading can remain a critical part of middle school students' lives, both in and out of school, so that we can create a nation of life-long readers. This book also encourages practitioners and family members to accept the challenge of creatively engaging reluctant readers so that all middle school students will share in the literacy legacy begun in preschools and elementary schools and offers practical strategies to build this legacy.

Dr. Nicholas D. Young has worked in diverse educational roles for over twenty years, including serving as a director of student services, principal, graduate professor, dean, and superintendent of schools. He holds numerous degrees from Austin Peay State University, Westfield State University, Western New England University, Union Institute & University, and American International College, including a Ph.D. in educational administration and an Ed.D. in psychology. Dr. Young has published widely, recently co-authoring Collapsing Educational Boundaries from Preschool to Ph.D.: Building Bridges Across the Educational Spectrum, Learning Style Perspectives: Impact In the Classroom (3rd edition), and Transforming Special Education Practices: A Primer for School Administrators and Policy Makers.
Dr. Christine N. Michael is a thirty-year educational veteran with a variety of professional experiences. She holds degrees from Brown University, Rhode Island College, Union Institute & University, and the University of Connecticut, where she earned a Ph.D. in education and human development and family relations. Previous work has included middle and high school teaching, higher education administration, college teaching, educational consulting, literacy development, Head Start, Upward Bound, GED preparation, and the federal Trio programs. She is currently the Program Director of Low Residency Programs at American International College.

Acknowledgements
Preface
Introduction
Nicholas D. Young and Christine N. Michael
Chapter 1
Setting the Context for Understanding the Challenges to Middle School Literacy
Nicholas D. Young and Christine N. Michael
Chapter 2
Seeing the Self in Text: Developmental Implications of Reading for Middle School Students
Christine N. Michael
Chapter 3
Cracking the Middle School Code: Characteristics of Effective Reading Programs
Sandra Donah
Chapter 4
Reading and the Brain:Using Neuroscience to Improve the Reading Process
Toni Spinelli-Nannen and Roberta Green
Chapter 5
The Fundamentals of Reading Disorders: Gaining Insight Into Causes and Effects
Frank E. Vargo, Nicholas D. Young, and Richard D. Judah
Chapter 6
Remedial Strategies Every Parent Should Know: Helping Struggling Middle School Readers
Julie DeRoach
Chapter 7
Finding the Hook: Reeling in Reluctant Readers in the Middle Grades
Timothy C. Allen and Christine N. Michael
Chapter 8
Popular Middle School Literacy and Intervention Programs: Research-Based and Teacher-Generated Approaches
Nicholas D. Young and Elizabeth Jean
Chapter 9
Applying the Response to Intervention Framework to Reading Challenges: A Multifaceted Approach
Jennifer S. Alexander and Nicholas D. Young