The Third Edition of Teaching Reading in the 21st Century Continues to Garner Praise:
"Teaching Reading in the 21st Century is outstanding in its comprehensive coverage of the theoretical foundations and research base underlying good practices in reading instruction, and its fair and even-minded treatment of controversial topics. "
Professor Ian A.E. Wilkinson, The Ohio State University
"The chapters of Teaching Reading in the 21st Century conclude with excellent Extending Learning activities. The text is written at a good level for my students. The authors 'voice' makes the text extremely readable and friendly. "
Professor Barbara C. Palmer, Florida State University
" Teaching Reading in the 21st Century is definitely written with the student in mind. Students can focus clearly on the concepts without getting 'bogged down' by overly complex sentence structure and vocabulary. "
Professor Nina L. Rynberg, Lake Superior State University
New to This Edition:
- New "Strategies for the Classroom" features provide prospective teachers with practical, ready-to-use activities and sample lessons for teaching critical concepts.
- Easily accessible information in the margins important to English Language Learners, technology links that reinforce literacy, and assessment strategies.
- A New Assessments and Lesson Plans Booklet contains ready-to-use assessment instruments and lesson planspackaged for free!
Michael F. Graves is Professor of Literacy Education and the Guy Bond Fellow in Reading at the University of Minnesota. Hereceived his PhD in Education from Stanford University and his BA and MA in English from California State University at Long Beach. Prior to receiving his PhD, he taught English and reading at the junior and senior high school level in Long Beach and Fountain Valley, California. His research interests and areas of expertise include vocabulary development, comprehension instruction, and strategy instruction. He is the author of numerous articles and books on reading, including A Word Is a Word, Scaffolding Reading Experiences, Scaffolding Reading Experiences for English Language Learners, Reading and Learning in Content Areas, and The First R: Every Child's Right to Read. He has also served as editor of The Journal of Reading Behavior and as associate editor of Research in the Teaching of English.
Connie Juel is Professor of Education and Director of the Jeanne Chall Reading Lab in the Graduate School of Education at Harvard University. She received her PhD in Educational Psychology, her MA in Curriculum and Instruction, and her BA in Spanish from Stanford University. Prior to receiving her PhD, she taught at the primary grade level in Redwood City, California. Her research centers on literacy acquisition. She conducts longitudinal research designed to test models of literacy development which take into account both children's cognitive profiles and classroom instruction. She is the author of numerous articles and books, including Learning to Read and Write in One Elementary School, which details one of her well-known longitudinal studies of early reading. She has served as associate editor of Reading Research Quarterly, received the Oscar Causey Research Award from the National Reading Conference, and is a member of the International Reading Association's Reading Hall of Fame.
Bonnie Graves is a full-time education writer and author of thirteen children's books. She received her BA in English and Elementary Education at California State University at Long Beach, and has taken advanced work at the University of Minnesota. A former elementary school teacher, she has taught in second through seventh-grade classrooms in California, Colorado, and Minnesota and is the author of a host of educational materials, books, and articles on teaching reading. Her major area of expertise is in making literature enticing and accessible to beginning and middle-grade readers. Since the publication of her first children's book, The Best, Worst Day, in 1996, Graves has spoken about her work and the craft of writing to educators and to groups of children around the country. Her most recent children's books are Taking Care of Trouble, and California Condor: Flying Free.
|Publisher:||Allyn & Bacon, Inc.|
|Edition description:||Older Edition|
|Product dimensions:||8.10(w) x 11.20(h) x 1.30(d)|
Table of Contents
1. Reading and Learning to Read.
The Reading Process.
The Reading Proficiency of U.S. Students.
A Literacy Curriculum for Today's and Tomorrow's World.
An Overview of This Book.
2. Reading Instruction.
A Brief History of Reading Instruction in the United States.
Reading Instruction at Its Best.
3. Emergent Literacy.
On Being Read to as a Very Young Child.
Children's Growing Knowledge About Reading.
Instruction That Facilitates Children's Growing Literacy.
4. Word Recognition.
The Importance of Recognizing Printed Words.
The Structure of Spoken and Printed Words.
The Influence of the Structure of Spoken and Written English on Reading Instruction.
5. Vocabulary Development.
The Vocabulary-Learning Task.
Frequent, Extensive, and Varied Language Experiences.
Teaching Individual Words.
Teaching Word-Learning Strategies.
Fostering Word Consciousness.
6. Scaffolding Students' Comprehension of Text.
Instructional Frameworks and Procedures.
The Roles of Purpose, Selection, and Reader in Planning a Successful Reading Experience.
Five Frameworks for Scaffolding Students' Reading.
Additional Procedures for Fostering Comprehension of Text.
7. Teaching Comprehension Strategies.
What Are Comprehension Strategies?
Characteristics of Comprehension Strategies.
Key Comprehension Strategies.
A Powerful Approach to Teaching Strategies.
8. Encouraging Independent Reading and Reader Response.
Responding to Literature.
Three Frameworks that Promote Literature and Reader Response.
9. Fostering Higher-Order Thinking and Deep Understanding in Content Areas.
Two Roads to Competent Thinking and Learning.
Practical Approaches to Higher-Order Thinking and Deep Understanding.
10. Writing and Reading.
Writing and Reading.
Some Forms and Purposes of Writing.
Teacher and Student Writing Opportunities and Responsibilities.
11. Reading Instruction for English-Language Learners.
Learning to Read English as a Second Language in the United States.
Some Challenges of Learning to Read in a Second Language.
12. Classroom Assessment.
Our Perspective on Assessment.
Assessment as Inquiry.