ISBN-10:
0132092263
ISBN-13:
2900132092264
Pub. Date:
01/29/2010
Publisher:
Pearson
All Children Read: Teaching for Literacy in Today's Diverse Classrooms / Edition 3

All Children Read: Teaching for Literacy in Today's Diverse Classrooms / Edition 3

by Charles A. Temple

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Overview

All Children Read: Teaching for Literacy in Today's Diverse Classrooms / Edition 3

Written by one of the most dynamic author teams in the field of Reading and Literacy, All Children Read offers K-8 teachers the best practices for nurturing emergent literacy, teaching early literacy concepts, and developing reading and writing in all students-those of varying reading levels and abilities, as well as those who are English language learners. Central to this book are the six overriding themes-the troubled reader, family/community literacy, technology, writing and reading, language diversity, and assessment interwoven throughout, making this new book the most contemporary and critical learning aid to come out in the field in years and thus preparing teachers for the demands of the classroom in the 21st century. pre-service and in-service K-8 teachers.

Product Details

ISBN-13: 2900132092264
Publisher: Pearson
Publication date: 01/29/2010
Series: MyEducationLab Series
Edition description: Older Edition
Pages: 624
Product dimensions: 6.00(w) x 1.25(h) x 9.00(d)

About the Author

CHARLES TEMPLE is a professor of education at Hobart and William Smith Colleges in Geneva, New York, where he teaches courses on literacy, children’s literature, storytelling, and international education. He has written books on emergent literacy, invented spelling, writing instruction, language arts, diagnosis and remediation of reading disabilities, and children’s literature, as well as books for children. He codirects Critical Thinking International, Inc., a nonprofit organization that does children’s book development and literacy work around the world.

DONNA OGLE is Emerita Professor of Reading and Language at National-Louis University (NLU) in Chicago, Illinois, and is active in research and professional development projects. She served as senior consultant to the Chicago Striving Readers Project, was CoDirector of the Literacy Partners Project, and codirects the Reading Leadership Institute. Donna also serves as a literacy consultant internationally and is part of Critical Thinking International and an editorial reviewer for Grupo SM in Latin America, The Reading Teacher, and the Journal of Adolescent and Adult Literacy. Donna is a past president of the International Reading Association (IRA) and an elected member of the Reading Hall of Fame. She is the author of many books, book chapters, professional articles, and curriculum materials.

ALAN CRAWFORD is Emeritus Professor of Education at California State University, Los Angeles. He has served as President of the California Reading Association, a Fulbright Senior scholar in Ecuador and Morocco, and a Researcher in Residence at the American Embassy in Baku, Azerbaijan. He has done extensive teaching, consulting, and writing on teaching reading in the elementary school, especially for

second language learners. Alan has written curriculum for teaching reading in Spanish and served on the Editorial Review Board of Lectura y Vida. He served as IRA’s representative to UNESCO for many years and was a Senior Literacy Specialist at UNESCO in Paris during International Literacy Year (1989—90). He is currently a director of Critical Thinking International. He frequently presents seminars and workshops on a volunteer basis for international development projects in Latin America, Europe, Asia, and Africa.

CODRUTA TEMPLE is associate professor of second language education at the State University of New York College at Cortland. She has coauthored two college textbooks, The Beginnings of Writing and Understanding Reading Problems: Assessment and Instruction, as well as several articles and book chapters on literacy development in mathematics classrooms.

Table of Contents

I. THE LITERARY PROCESS.

1. The Reading Process.

2. The Writing Process.

3. The Social Contexts for Teaching All Children to Read.

4. What Teachers Need to Know about Language.

II. ASPECTS OF READING.

5. Concepts of Print*.

6. Word Recognition.

7. Comprehension and Response to Literature.

8. Reading to Learn.

III. ORGANIZING AND MANAGING THE LITERACY PROGRAM.

9. Early Literacy (Pre-K to One).

10. Reading in the Self-Contained Classroom: Grades Two to Five.

11. Grades Six to Eight.

12. Models and Strategies for Teaching English Language Learners.

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