Teaching Reading in the 21st Century (with Assessments and Lesson Plans Booklet)

ISBN-10: 0205523714
ISBN-13: 9780205523719
Edition: 4th 2007
List price: $137.20 Buy it from $22.58
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Book details

List price: $137.20
Edition: 4th
Copyright year: 2007
Publisher: Allyn & Bacon, Incorporated
Publication date: 5/31/2006
Binding: Hardcover
Pages: 576
Size: 8.50" wide x 10.75" long x 1.25" tall
Weight: 4.048
Language: English

Michael F. Graves is Professor of Literacy Education, Emeritus at the University of Minnesota and a member of the IRA Reading Hall of Fame. Mike taught in the upper grades, and his research and writing focus on such matters as vocabulary, comprehension, and higher-order thinking. His current major research efforts are with IES-funded research and development projects on teaching a basic vocabulary and on teaching word-learning strategies.Connie Juelis Professor of Education at Stanford University and a member of the IRA Reading Hall of Fame. Connie taught in the primary grades, and her research and writing focus on such matters as phonemic awareness, phonics, and word study. Her current research centers on the effects of early elementary school instruction and specific interventions on literacy and language growth.Bonnie B. Graves is a full-time education writer And The author of 15 books for children. Bonnie taught in third and fourth grades, and her major interests are making literature enticing and accessible to beginning and middle-grades learners. In addition to writing, Bonnie currently spends time working with children, teachers, and other educators on children's writing.Peter Dewitz is an educational consultant and researcher. He has worked with districts across the country to improve reading achievement and brings this real world experience to Teaching Reading in the 21st Century. He has been a professor at the University of Virginia And The University of Toledo where he taught courses on reading comprehension and reading disorders. He writes and researches about comprehension instruction and most recently on the process of evaluating, selecting and using core reading programs.

Readingand Learning To Readthe Reading Process
The Cognitive-Constructivist View of Reading
In the Classroom 1.1: Using Background Knowledge
The Cognitive Orientation
Schema
Constructivism
Reader-Response Theory
Sociocultural Theory
Reflect and Apply
Concepts That Elaborate and Complement the Cognitive-Constructivist View
The Interactive Model of Reading
Automaticity
Metacognition
The Reading Corner: Books That Help Build Automaticity
The Reading Proficiency Of U.S. Studentsa
Response to Current Criticisms
Literacy for Today's and Tomorrow's World
In the Classroom 1.2: Developing Present-Day Literacy in Sixth Grade
Reflect and Apply
A Literacy Curriculum For Today's And Tomorrow's World
Phonemic Awareness and Other Aspects of Emergent Literacy
Phonics and Other Word Recognition Skills
Fluency and Matching Students with Appropriate Texts
Vocabulary Learning and Instruction
Scaffolding Students Comprehension of Text
Teaching Comprehension Strategies
Encouraging Independent Reading and Reader Response
Fostering Higher-Order Thinking and Deep Understanding
Reflect and Apply
An Overview Of This Book
Chapter-by-Chapter Overview
The Components and Organization of the Chapters
Strengths And Challenges Of Diversity
Concluding Remarks
Extending Learning
Children's Literature
Reading Instructioninstructional Principles
Traditional Instructional Principles
Focusing on Academically Relevant Tasks
Employing Active Teaching
Fostering Active Learning
The Reading Corner: Informational Books That Give Students Opportunities to Make Critical Responses
In the Classroom 2.1: Actively Engaging Students in Reading and Responding to a Text
Distinguishing Between Instruction and Practice
Providing Sufficient and Timely Feedback
Teaching for Transfer
Reflect and Apply
Constructivist and Sociocultural Perspectives on Instruction
Scaffolding
The Zone of Proximal Development
The Gradual Release of Responsibility Model
Cognitive ModelingIn the Classroom 2.2: Cognitive Modeling
Direct Explanation
Contextualizing, Reviewing, and Practicing What Is Learned
Teaching for Understanding
Cooperative Learning
Reflect and Apply
A Brief History Of Reading Instruction In The United States
The Colonial Period and the 19th Century
The Heyday of Basal Readers
The Challenge to Basal Readers: Whole-Language and Literature-Based Approaches
Massive Federal Intervention in Reading
Reading Instruction At Its Best
Reflect and Apply
Strengths And Challenges Of Diversity
Differing Participation Structures
A Diverse Classroom Library and Time to Read
High Achievement for Students of Color
Concluding Remarks
Extending Learning
Children's Literature
Motivation And Engagementmaking Motivation A Top Priority
The Critical Importance of Success
Creating A Literate Environment
Modeling
Time
The Classroom
Materials
In the Classroom 3.1: Assessing Students' Reading Attitudes and Interests
The Reading Corner: Books about Food and Families in Many Cultures
Choice
In the Classroom 3.2: Poetry Browsing to Create Interest
Clas

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