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Treasure this addition to your professional library as you delve into the works of 34 leading educators who have helped shape the best in literacy instruction for today's children. This volume was compiled by the editors of The Reading Teacher from 1989 to 1999. They selected articles from the journal's Distinguished Educators series and invited all authors to contribute an autobiography and update their original articles. The result is a rich collection of scholarly thinking that has guided literacy instruction into the 21st century-theories on schooling, learning, and reading research; an exploration of teaching and the lasting impact of great teachers on their students; school-based issues, especially as they relate to school reform; curricular issues and instructional practices; and assessment and evaluation. Don't miss out on this opportunity to expand your knowledge of how children learn written language, and how you and your colleagues can support this learning.
Published by International Reading Association
Contents: Foreword. Preface. Part I: Distinguished Educators on Theories of Literacy. K.S. Goodman, I Didn't Found Whole Language. K.E. Stanovich, Romance and Reality. B. Cambourne, Toward an Educationally Relevant Theory of Literacy Learning: Twenty Tears of Inquiry. P. Shannon, Imagine That: Literacy Education for Public Democracy. Part II: Distinguished Educators on Teachers. D. Taylor, How Do You Spell Dream? You Learn-With the Help of a Teacher. R.B. Ruddell, Those Influential Literacy Teachers: Meaning Negotiators and Motivation Builders. K.H. Au, Literacy for All Students: Ten Steps Toward Making a Difference. D.J. Watson, Whole Language: Why Bother? D.H. Graves, Trust the Shadows. Part III: Distinguished Educators on Schools. R.L. Allington, The Schools We Have. The Schools We Need. J.V. Hoffman, When Bad Things Happen to Good Ideas in Literacy Education: Professional Dilemmas, Personal Decisions, and Political Traps. M. Early, What Ever Happened to...? I.W. Gaskins, There's More to Teaching At-Risk and Delayed Readers Than Good Reading Instruction. F. Biglmaier, Recent Political Changes in Germany and Their Impact on Teaching Reading. Part IV: Distinguished Educators on Curriculum, Materials, and Instruction. J. Trelease, Jim Trelease Speaks on Reading Aloud to Children. S.L. Sebesta, Having My Say. G. Houston, The Power of Story: What I Have Learned as a Writer and a Teacher. D. Reinking, Me and My Hypertext:) A Multiple Digression Analysis of Technology and Literacy (Sic). T. Shanahan, Reading-Writing Relationships, Thematic Units, Inquiry Learning...In Pursuit of Effective Integrated Literacy Instruction. Y.M. Goodman, Revaluing Readers While Readers Revalue Themselves: Retrospective Miscue Analysis. D.R. Bear, S. Templeton, Explorations in Developmental Spelling: Foundations for Learning and Teaching Phonics, Spelling, and Vocabulary. D. Durkin, Dolores Durkin Speaks on Instruction. D.S. Strickland, Reinventing Our Literacy Programs: Books, Basics, Balance. J.C. Manning, "Ariston Metron." J.T. Guthrie, Educational Contexts for Engagement in Literacy. L.B. Gambrell, Creating Classroom Cultures That Foster Reading Motivation. J.C. Harste, Jerry Harste Speaks on Reading and Writing. E.H. Hiebert, Text Matters in Learning to Read. N. Hall, Real Literacy in a School Setting: Five-Year-Olds Take on the World. J. Veatch, From the Vantage of Retirement. Part V: Distinguished Educators on Assessment and Evaluation. R. Farr, Putting It All Together: Solving the Reading Assessment Puzzle. R.J. Tierney, Literacy Assessment Reform: Shifting Beliefs, Principled Possibilities, and Emerging Practices. J. Hansen, Evaluation: The Center of Writing Instruction.