Conceptual Foundations of Teaching Reading

1. Auflage 2004
ISBN: 978-1-59385-036-4
Verlag: Guilford Publications

Buch, Englisch, 156 Seiten, Format (B × H): 155 mm x 227 mm, Gewicht: 263 g

Reihe: Solving Problems in the Teaching of Literacy

This lucidly written book provides a concise conceptual map to guide preservice and inservice teachers through the often-confusing terrain of reading instruction. Distinguished researcher and former classroom teacher Mark Sadoski describes the essential concepts and methods of the field and summarizes key research findings and historical developments. The main competency areas in reading are explained, and widely used approaches to building these competencies are reviewed. Aided by quick-reference tables and other illustrations, readers gain a systematic framework to help them demystify the jargon of the field; organize their knowledge about curriculum and instruction; and implement well-thought-through practices in the K-6 classroom and beyond.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Sadoski, Mark

Fachgebiete

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

Inhaltsverzeichnis

Preface and Acknowledgments
1. Introduction, Background, and Structure of This Book
2. A Brief History of Teaching Reading
3. Why? The Goals of Teaching Reading
4. What? The Fundamental Competencies of Reading
5. How? I: Basic Teaching and Learning Approaches
6. How? II: A Map of the Territory
7. How? III: Exemplars of a Balanced Approach
8. How Well? The Status of Reading Achievement and Its Teaching

Über Autor(innen)

Mark Sadoski, PhD, is Professor and Distinguished Research Fellow in the College of Education and Human Development at Texas A&M University. He holds joint appointments in the Department of Teaching, Learning, and Culture, and the Department of Educational Psychology. He was a classroom teacher and reading clinician in the public schools for 13 years, serving K-12 and adult education, before entering academia full-time. He has published widely in top literacy journals and has served on several editorial boards. Dr. Sadoski speaks widely at professional conferences and as a private consultant. His professional interests include curriculum, instruction, and assessment in classroom and clinic, and the psychology of literacy.