Featuring vignettes, graphic organizers, instructional strategies, up-to-date research, and more, this updated bestseller helps educators understand the most effective ways to teach all students to read.
|Edition description:||Second Edition|
|Product dimensions:||8.60(w) x 11.10(h) x 0.80(d)|
About the Author
Elaine K. Mc Ewan is an educational consultant with The Mc Ewan-Adkins Group, offering professional development for educators to assist them in meeting the challenges of literacy learning in Grades Pre K-6. A former teacher, librarian, principal, and assistant superintendent for instruction in several suburban Chicago school districts, Elaine is the award-winning and best-selling author of more than three dozen books for educators. Her Corwin Press titles include Raising Reading Achievement in Middle and High Schools: Five Simple-to-Follow Strategies for Principals, Second Edition (2006), Seven Strategies of Highly Effective Readers: Using Cognitive Research to Boost K-8 Achievement (2004), Ten Traits of Highly Effective Principals: From Good to Great Performance (2003), Making Sense of Research: What’s Good, What’s Not, and How to Tell the Difference (2003), Seven Steps to Effective Instructional Leadership, Second Edition (2003), Teach Them ALL to Read: Catching the Kids Who Fall through the Cracks (2002), and Ten Traits of Highly Effective Teachers: How to Hire, Mentor, and Coach Successful Teachers (2001). Mc Ewan was honored by the Illinois Principals Association as an outstanding instructional leader, by the Illinois State Board of Education with an Award of Excellence in the Those Who Excel Program, and by the National Association of Elementary School Principals as the National Distinguished Principal from Illinois for 1991. She received her undergraduate degree in education from Wheaton College and advanced degrees in library science (MA) and educational administration (Ed D) from Northern Illinois University.
Table of Contents
List of FiguresAbout the AuthorPreface The Story Behind This Book How the Reading Puzzle Has Changed The Meaning of ALL The Goals of This Book Who This Book Is For Overview of the Contents Program Recommendations Special Features of the Second EditionAcknowledgmentsIntroduction Shift Your Paradigms Put Together the Reading Puzzle Become an Instructional Leader Summarizing the Introduction Notes1. Phonemic Awareness What Is Phonemic Awareness and How Do Students Acquire It? When Should Phonemic Awareness Be Taught? The Role of Phonemic Awareness in Skilled Reading Scientific Evidence for Phonemic Awareness Instruction Effective Instructional Practices for Teaching Phonemic Awareness Guidelines for Implementing Phonemic Awareness Instruction Summarizing Chapter 1 Notes2. Phonics What Is Phonics and How Do Students Learn to Decode? When Should Phonics Be Taught? The Role of Phonics in Skilled Reading Scientific Evidence for Phonics Instruction Effective Instructional Practices for Teaching Phonics Summarizing Chapter 2 Notes3. Spelling What Is Spelling and How Do Students Become Good Spellers? When Should Spelling Be Taught? The Role of Spelling in Skilled Reading Scientific Evidence for Spelling Instruction Effective Instructional Practices for Teaching Spelling Intensive Spelling-Based Reading Interventions Summarizing Chapter 34. Fluency What Is Fluency and How Do Students Become Fluent Readers? When Should Fluency Be Taught? The Role of Fluency in Skilled Reading Scientific Evidence for Fluency Instruction Effective Instructional Practices for Facilitating Fluency Summarizing Chapter 45. Word and World Knowledge What Is Word and World Knowledge and How Do Students Acquire It? When Should Word and World Knowledge Be Taught? The Role of Word and World Knowledge in Skilled Reading Scientific Evidence for Teaching Word and World Knowledge Effective Instructional Practices for Teaching Word and World Knowledge Summarizing Chapter 56. Comprehension What Is Comprehension and How Do Students Become Skilled Comprehenders? When Should Comprehension Be Taught? The Role of Comprehension in Skilled Reading Scientific Evidence for Teaching Comprehension Effective Instructional Practices for Teaching Comprehension Take Comprehension Instruction to the Next Level Summarizing Chapter 67. Reading a Lot What Is Reading a Lot and How Do Student Become Voracious Readers? When Should Reading a Lot Be Taught? The Role of Reading a Lot in Skilled Reading The Lack of Scientific Evidence for Reading a Lot Effective Instructional Practices for Teaching Reading a Lot Summarizing Chapter 78. Writing What Is Writing and How Do Students Learn to Write? When Should Writing Be Taught? The Relationship of Reading and Writing Scientific Evidence for the Writing-Reading Connection Notching Up Reading and Writing Instruction Summarizing Chapter 89. A Reading Culture Welcome to Gering The Gering "No Excuses" Model Paradigms Academic Focus Curriculum, Instruction, and Assessment Grouping and Time Professional Development Expectations Sustainability Beyond NIFDI and RF Summarizing Chapter 9ReferencesIndex