Reading and Learning to Read / Edition 4

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New features - class works, best practices, and viewpoints - offer the most effective strategies in balanced literacy instruction.. "New emphasis on phonemic awareness ensures that teachers are well prepared for today's classrooms.
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Product Details

  • ISBN-13: 9780321020604
  • Publisher: Pearson Education
  • Publication date: 8/16/1999
  • Edition description: Older Edition
  • Edition number: 4
  • Pages: 686
  • Product dimensions: 7.63 (w) x 9.43 (h) x 1.20 (d)

Table of Contents

Ch. 1 Knowledge and Beliefs About Reading 1
Ch. 2 Balanced Instruction 33
Ch. 3 Early Literacy: From Birth to School 67
Ch. 4 Inviting Beginners into the Literacy Club 103
Ch. 5 Word Identification 147
Ch. 6 Reading Fluency 195
Ch. 7 Reading Comprehension 229
Ch. 8 Vocubulary Knowledge and Concept Development 273
Ch. 9 Reading-Writing Connections 311
Ch. 10 Bringing Children and Literature Together 357
Ch. 11 Basal Readers and Instructional Materials 397
Ch. 12 Making the Transition to Content Area Texts 437
Ch. 13 Meeting the Literacy Needs of Diverse Learners 483
Ch. 14 Assessing Reading Performance 519
Ch. 15 Managing and Organizing an Effective Classroom 563
App. A Beliefs About Reading Interview 593
App. B The DeFord Theoretical Orientation to Reading Profile (TORP) 599
App. C Reading and Writing Accomplishments of Young Children by Grade Level 602
App. D Trade Books That Repeat Phonic Elements 607
App. E Story Frame Example 611
App. F Annotated Bibliography of Read-Aloud Books for Developing Phonemic Awareness 613
App. G Children's Book Awards 619
App. H Recommended Books for Multicultural Reading Experiences 633
Glossary G-1
Bibliography B-1
Name Index I-1
Subject Index I-5
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  • Anonymous

    Posted May 5, 2003

    A Teacher Must

    This was a very helpful textbook. It has helped me learn reading techniques to help my students learn to read and write. It discusses several key concepts and ideas; which are very useful tools for a diverse classroom.

    Was this review helpful? Yes  No   Report this review
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