2010 Paperback Good Connecting readers with great books since 1972. Used books may not include companion materials, some shelf wear, may contain highlighting/notes, may not ...include cdrom or access codes. Customer service is our top priority!Read moreShow Less
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4th edition. Cover is creased. Some cover and page wear. Page corners are creased. Sticker on front cover. Slight markings on outside page edges. Has some highlighting. Sticker ...inside the front cover. Ships the next business day with tracking.Read moreShow Less
2010 Paperback Good Item may show signs of shelf wear. Pages may include limited notes and highlighting. Includes supplemental or companion materials if applicable. Access ...codes may or may not work. Connecting readers since 1972. Customer service is our top priority.Read moreShow Less
PAPERBACK Good 0137048386 Used book. Previously owned and is blemished. Cover rubbed w/ corner and binding wear. Interior page markings (highlighting/writing) and owner's name. ...An inventory sticker on the back and a used sticker on the spine. Textblock has a marking.Read moreShow Less
This best-selling book is a ready-reference for teachers of reading, a highly popular core text for reading diagnosis and assessment courses, and an ideal guide for ongoing professional development workshops. The unique format of the book, with its IF/THEN Strategy Guides that help readers quickly match student needs to research-proven strategies, make it a quick, effective, “point-of-teaching” resource of up to date information, strategies, and suggestions. In Strategies for Reading Assessment and Instruction Readers can quickly turn to current information on evidence-based assessment and instruction and find ways to assess, teach, and organize for effective and comprehensive reading instruction.
This textbook for classroom teachers and teaching students presents teaching strategies for improving elementary schoolchildren's reading comprehension and literacy. Reutzel (early childhood education, Utah State U.) and Cooter (reading and urban literacy education, U. of Texas at Arlington) cover classroom reading and oral language assessment, children's concepts about print, phonemic awareness, phonics and word attack skills, teaching and assessing vocabulary development, story comprehension, developing research and reference skills, and literature response. Annotation c. Book News, Inc., Portland, OR (booknews.com)
D. Ray Reutzel is the Emma Eccles Jones Distinguished Professor and Endowed Chair of Early Childhood Education at Utah State University. He has served as technical assistant to the Reading Excellence Act and the Reading First federal reading reform projects in Utah and has taught in Kindergarten, first grade, third grade, and sixth grade. Dr. Reutzel is the recipent of the 1999 A.B. Herr Award for Outstanding Research and Published Contributions to Reading Education, the 2004 Researcher/Scholar of the Year Award at Utah State University, and the 2007 John C. Manning Public School Service Award. Dr. Reutzel is the author of more than 175 refereed research reports, articles, books, book chapters, and monographs
Dr. Robert B. Cooter, Jr. is the Ursuline Endowed Chair and Professor of Teacher Education at Bellarmine University in Louisville, Kentucky. His research focuses on the improvement of reading instruction for children living at the poverty level.
In the public schools, Dr. Cooter was named a Texas State Champion for Reading for development of the Dallas Reading Plan. He has authored or co-authored 20 books in reading education and more than 60 journal articles. In 2008 Cooter received the A.B. Herr Award for contributions to the field of literacy and was recently elected to serve as president of the Association of Literacy Educators and Researchers.
After years of intense debate in the "reading wars," the swinging pendulum of fads and fancy in reading instruction seems to be settling into a more inclusive and complete view. Comprehensive reading instruction is now regarded by most classroom teachers and reading scholars as the only viable position to take in relation to philosophy and classroom practice (see, for example, Pearson, 1999; Pressley, 2002; Rayner, Foorman, Perfetti, & Seidenberg, 2002). As we have continued to work in real-world classrooms, it has become increasingly apparent that children, and the profession itself, can benefit from this settling of the pendulum on comprehensive reading instruction.
For the second edition of Strategies for Reading Assessment and Instruction, our intent was to compose a book containing the best research-proven assessment and teaching strategies from the field of comprehensive reading instruction. This is a ready reference to assist classroom teachers in identifying and solving problems encountered by students as they advance on the path of becoming fluent, strategic, and successful readers. Each chapter is self-contained and, starting with Chapter 5, includes these special segments:
Brief research updates that serve as a kind of "executive summary for teachers."
Assessment strategies and tools for determining each child's reading needs and abilities.
An Intervention Strategy Guide for linking assessment findings for each student to the teaching strategies that can help them grow and succeed as readers.
Highly effective teaching strategies from the research on comprehensive readinginstruction in such areas as alphabetics (i.e., phonemic awareness, alphabetic principle, phonics), comprehension, fluency, and much more.
Special strategies for English Language Learners (ELL, ESL, bilingual).
Accommodations for students with special needs.
FOR THE PRACTICING EDUCATOR
Classroom reading teachers will also discover that Strategies for Reading Assessment and Instruction provides an extensive compendium of research-validated practices and assessment tools to (1) inform your daily instruction, (2) meet the needs of individual learners, and (3) develop an understanding of the essentials of comprehensive reading instruction. For those who teach in special education resource rooms, Title I reading programs, and university reading clinics, this volume likewise provides a wide-ranging collection of strategies to assist students with special needs.
ADVANTAGES FOR PRESERVICE TEACHERS
For preservice teachers, this second edition of Strategies for Reading Assessment and Instruction offers a practical resource for understanding past and present issues in reading instruction and assessment. It also provides ready-to-use assessment tools and related instructional strategies you can use in your field experiences in reading instruction, clinical experiences, and student teaching assignments.
AS A TOOL FOR PROFESSIONAL DEVELOPMENT WORKSHOPS
Strategies for Reading Assessment and Instruction is an ideal tool for ongoing professional development. This book contains the latest in research on comprehensive reading instruction, highly effective assessment, and teaching strategies, and presents this information in an easy-to-use format that makes the implementation of new methods in the classroom quick and easy. In fact, the first edition of Strategies for Reading Assessment and Instruction was used as the primary resource in literally hundreds of workshop sessions on comprehensive reading instruction across the United States.