Reading, Language, and Literacy: Reading Instruction for the Twenty-First Century / Edition 1

Reading, Language, and Literacy: Reading Instruction for the Twenty-First Century / Edition 1

by Fran Lehr
     
 

ISBN-10: 0805811664

ISBN-13: 9780805811667

Pub. Date: 11/01/1993

Publisher: Taylor & Francis

The impetus for this book emerged from a conference that brought together publishers, and reading researchers and educators for the purpose of examining the best available research evidence about what we know — and what we have yet to learn — about the teaching of reading and about how children learn to read. The goal of the conference was to contribute

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Overview

The impetus for this book emerged from a conference that brought together publishers, and reading researchers and educators for the purpose of examining the best available research evidence about what we know — and what we have yet to learn — about the teaching of reading and about how children learn to read. The goal of the conference was to contribute to a sound research base upon which to develop classroom practices that will ensure that every American child will become fully literate.

Because the field is still so deeply divided over the best ways to translate belief into classroom practice, the editors decided to highlight rather than gloss over these divisions. It is hoped that the papers in this volume will promote thought and discussion that will lead to action in improving reading instruction for children, now and into the new century.

Product Details

ISBN-13:
9780805811667
Publisher:
Taylor & Francis
Publication date:
11/01/1993
Pages:
320
Product dimensions:
5.90(w) x 9.10(h) x 1.00(d)
Lexile:
1350L (what's this?)

Table of Contents

Preface
1Phonics and Beginning Reading Instruction3
2Phonemic Awareness: A Consideration of Research and Practice25
3Structural Analysis: Some Guidelines for Instruction45
4Twenty Years of Research on Reading: Answers and Questions59
5If It Ain't Whole, It Ain't Language - or Back to the Basics of Freedom and Dignity77
6Whole Language: Exploring the Meaning of the Label89
7Separating the Rhetoric from the Effects: Whole Language in Kindergarten and First Grade101
8Creating Optimum Learning Environments: Is Membership in the Whole Language Community Necessary?115
9Awakening Literacy Through Interactive Story Reading133
10Student, Text, Teacher: Interactive Learning in the Reading Recovery Program149
11Home and School Influences on Learning to Read in Kindergarten Through Second Grade165
12The Power of the Narrative187
13Multiculturalism and Children's Literature201
14World Illiteracy217
15Resistance, Complacency, and Reform in Reading Assessment239
16Research as We Approach the Millennium: Beyond Becoming a Nation of Readers253
17Consensus Emerging, But a Way to Go283
18Children, Adults, Books: Implications for Publishers287
Author Index293
Subject Index303

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