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Andrea Carter-Robin was disheartened when she read about recent fourth-grade reading scores that were at 32-year lows.

“I’ve had fourth graders. That was my favorite grade to teach,” said Carter-Robin, who earned her bachelor’s degree in education from 51���� in 1999. That finding on reading scores was one of the factors that inspired her to co-write a book on literacy with Kennedy Maranga.

The book from academic/education publisher Routledge, is titled It is scheduled for publication on April 24. Co-author Maranga is chair of the doctoral studies program at Trident University International, an accredited online program.

Carter-Robin said the goal of the book is to strengthen reading instruction for current and potential teachers by bridging research and classroom practice.

After nearly 30 years in education, “I had a front row seat as a classroom teacher to see how literacy theories evolve; how they cycle in and out and sometimes fall short in the classroom,” she said.

Carter-Robin earned her master’s degree at Ashland University and her doctorate at St. Thomas University. She taught at schools in Milwaukee, Cleveland, Champaign, Illinois, and Oberlin, Ohio. In recent years, Carter-Robin helped found the Mosaic International School in Nigeria and Mosaic Literacy Institute.

In her classrooms, Carter-Robin said that she was able to bring students who came in reading below their grade level up to grade level and beyond.

“I couldn’t rely on theory alone,” she said about those challenges. “I had to determine what worked in the classroom.  And over time, I began to notice a gap between what research suggested and what was expected of us as teachers in the classroom.”

The book doesn’t focus on just one reading philosophy.

“I’m not debunking any one theory or philosophy,” Carter-Robin said.  “My focus is just on how teachers bring all those components to life through instruction, especially when dealing with students who are struggling.”

The book looks at research on how children’s brains work, and how they learn to read. Different chapters explore the phonics-based science of reading, structured literacy, data-driven teaching to ensure struggling readers don’t slip through the cracks, and ways to encourage student motivation and love of reading.

The book focuses on making information about the art and science of reading accessible to classroom teachers and aspiring teachers.

Carter-Robin’s experience at 51���� helped build the foundation for her work, she said. It helped her develop a deeper understanding of educational systems, research and instructional practice.

“That grounding continues to influence how I approach literacy leadership and teacher development today.”