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Issues and Trends in Literacy Education / Edition 1

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Overview

In Issues and Trends in Literacy Education, 5/e, well-respected authors Dick Robinson Mike McKenna, and Kristin Conradi pull together the research and opinions of some of today’s leading literacy educators to give readers an authoritative look at all crucial aspects of reading and writing education. This edition is completely revised to include all new, current articles and readings, including new chapters on English language learners and technology, and the scrupulously researched material meets the NCATE/International Reading Association requirements for accreditation of graduate reading programs.
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Editorial Reviews

From the Publisher

“I WILL CONTINUE TO ADOPT THE TEXT BECAUSE IT’S THE ONLY ONE OF ITS KIND.” Michael Moore

“Students seem to find the text useful for learning about each area. It isn’t just repetitious description of a topic. Instead, there are different points of view and ways to consider them.” Carolyn Ann Walker

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Product Details

  • ISBN-13: 9780205161461
  • Publisher: Allyn & Bacon, Inc.
  • Publication date: 11/28/1995
  • Edition description: Older Edition
  • Edition number: 1
  • Pages: 337
  • Product dimensions: 7.07 (w) x 9.20 (h) x 0.64 (d)

Meet the Author

Richard D. Robinson is Professor of Literacy Education at the University of Missouri—Columbia. He is the author of 10 books and numerous articles on many areas of literacy development. His national prominence in the field of literacy has been acknowledged through many awards, such as the William H. Byler Distinguished Professor Award..

Michael C. McKenna is Thomas G. Jewell Professor of Reading at the University of Virginia. He has authored, coauthored, or edited 21 books and more than 100 articles, chapters, and technical reports on a range of literacy topics.

Kristin Conradi is a doctoral candidate at the University of Virginia. She has taught literacy in kindergarten, second, and fourth grades in high-poverty, inner city schools, and she has worked as a reading specialist in grades K-3. She has served as a clinician in the McGuffey Reading Clinic, where she has worked extensively with young children who suffer from severe reading problems.

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Table of Contents

Preface
1 Introduction to the Field of Literacy Education 1
2 Whole Language 9
Blending Whole Language and Systematic Direct Instruction 15
Realities of "Whole Language" 27
3 Phonics 46
Saying the "p" Word: Nine Guidelines for Exemplary Phonics Instruction 52
Acquiring Literacy Is Natural: Who Skilled Cock Robin? 65
What Kind of Phonics Instruction Will We Have? 76
4 Literacy Materials 96
Basal Readers and the State of American Reading Instruction: A Call for Action 102
The Basalization of America: A Cause for Concern 107
An Attack on Basal Readers for the Wrong Reasons 114
5 Emergent Literacy 124
Emergent Literacy: New Perspectives 129
From: A Talk with Marilyn Adams 145
6 Spelling 152
Toward an Embedded Model of Spelling Instruction for Emergent Literates 158
From: Teaching Spelling 171
From: Beginning to Read: Thinking and Learning about Print
A summary 176
7 Assessment 190
Putting It All Together: Solving the Reading Assessment Puzzle 198
Research Currents: What Is and What Might Be in Evaluation 215
8 Content Literacy 230
From: Teaching Content Reading and Writing 234
Content Literacy: A Definition and Implications 244
9 Vocabulary Instruction 252
Incidental vs. Instructional Approaches to Increasing Reading Vocabulary 257
Vocabulary Development in the Whole Literacy Classroom 269
10 National Standards 283
Developing Democratic Voices 287
Launching a Revolution in Standards and Assessments 300
11 Technology 312
Issues in Technology and Literacy Education 316
Index 333
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