Teaching Reading

Strategies and Resources for Grades K-6
1. Auflage 2009
ISBN: 978-1-60623-482-2
Verlag: Guilford Publications

Buch, Englisch, 330 Seiten, Format (B × H): 177 mm x 254 mm, Gewicht: 628 g

Reihe: Solving Problems in the Teaching of Literacy

Elementary teachers of reading have one essential goal—to prepare diverse children to be independent, strategic readers in real life. This innovative text helps preservice and inservice teachers achieve this goal by providing knowledge and research-based strategies for teaching phonemic awareness, phonics, fluency, vocabulary, all aspects of comprehension, and writing in response to literature. Special features include sample lessons and photographs of literacy-rich classrooms. Uniquely interactive, the text is complete with pencil-and-paper exercises and reproducibles that facilitate learning, making it ideal for course use. Readers are invited to respond to reflection questions, design lessons, and start constructing a professional teaching portfolio.

Zielgruppe

Students and instructors in Reading Methods courses; classroom teachers; staff developers; and reading coaches. Will serve as a primary text in advanced undergraduate- or graduate-level courses.

Autoren/Hrsg.

McCormack, Rachel L

Pasquarelli, Susan Lee

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

1. Investigating Our Own Literacy: What Makes a Good Teacher of Reading?
2. Creating a Literacy-Rich Classroom Environment
3. Developing Foundations for Fluent Readers: Phonological/Phonemic Awareness, Phonics, and Fluency
4. Cultivating Children’s Curiosity for Words: Teaching Vocabulary
5. Preparing Strategic Readers: Teaching Reading through Cognitive Strategy Instruction
6. Helping Children to Construct Meaning: “Good-Reader†Comprehension Strategies
7. Teaching Expository Text across the Curriculum
8. Appreciating Children’s Literature: Teaching the Language of Narrative Text
9. Supporting Children’s Voices: Response to Literature through Writing
10. Creating a Culturally Responsive Classroom Community
11. Assessing Children’s Reading Development: Part 1. Motivation, Phonological/Phonemic Awareness, Word Identification, and Fluency
12. Assessing Children’s Reading Development: Part 2. Vocabulary, Comprehension, and Reader Response
13. Viewing Ourselves as Professional Teachers of Reading
Appendix A. The Most Common Phonetic Elements and the Most Common Onsets and Rimes
Appendix B. Second-Grade Sample Reading Performance Assessment

Über Autor(innen)

Rachel L. McCormack, EdD, is Associate Professor of Literacy Education at Roger Williams University in Bristol, Rhode Island, where she teaches undergraduate and graduate courses in reading and writing methods and children’s literature. She is a frequent presenter at national conferences; her research interests include strategies for improving comprehension, literature discussions, and teaching reading to children with hearing disabilities.
 

Susan Lee Pasquarelli, EdD, is Professor of Literacy Education at Roger Williams University in Bristol, Rhode Island. For the past 3 years, she has been conducting research in urban classrooms on using multicultural literature to teach children in grades 1-6 about tolerance and diversity. Dr. Pasquarelli teaches undergraduate and graduate courses in reading and writing methods and adolescent literature.