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Every Child Reading

ISBN-10: 0321087631
ISBN-13: 9780321087638
Edition: 2003
List price: $52.99 Buy it from $3.00
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Description: Presents a balanced, valid strategy by providing specific assessment, instructional and management procedures cutting through the maze of controversy in beginning reading! Appeals to teachers working directly with children and administrators  More...

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Book details

List price: $52.99
Copyright year: 2003
Publisher: Allyn & Bacon, Incorporated
Publication date: 9/17/2002
Binding: Paperback
Pages: 104
Size: 6.75" wide x 9.00" long x 0.25" tall
Weight: 0.484
Language: English

Presents a balanced, valid strategy by providing specific assessment, instructional and management procedures cutting through the maze of controversy in beginning reading! Appeals to teachers working directly with children and administrators looking for strategic answers to complex questions about beginning reading instruction. Includes a list of specific issues that the first grade teacher must address regardless of the reading program used Succinctly defines the problem of early reading failure in both human and statistical terms. After defining the problem of early reading failure in our schools, renowned authors Robert Slavin and Darrell Morris include chapters on effective classroom reading instruction for kindergarten and first grade, one-on-one tutorial instruction, and reading instruction strategically organized on a school-wide basis. Taking a developmental position, the authors describe specific assessment, instructional, and management procedures that will be useful to both in-service and pre-service teachers. The information is practical and detailed, blending classroom-tested pedagogical knowledge with the latest research findings. This text appeals to both teachers working directly with children and administrators who are looking for strategic answers to complex questions about beginning reading instruction. Darrell Morrisis a Professor of Language, Reading and Exceptionalities and Director of the Reading Clinic at the Appalachian State University. His areas of expertise are clinical teaching and beginning reading.Robert E. Slavin,is co-director of the Center for Research on the Education of Students Placed at Risk (CRESPAR), a collaboration between Johns Hopkins and Howard Universities. CRESPAR is the largest of the OERI research centers.

Robert E. Slavin is director of the Center for Research and Reform in Education at Johns Hopkins University, director of the Institute for Effective Education at the University of York, and the cofounder and chairman of the Success for All Foundation. He has authored or coauthored more than 200 articles and 20 books, including Educational Psychology: Theory into Practice (Allyn & Bacon, 1986, 1988, 1991, 1994, 1997, 2000, 2003), Cooperative Learning: Theory, Research, and Practice (Allyn & Bacon, 1990, 1995), Show Me the Evidence: Proven and Promising Programs for America's Schools (Corwin, 1998), Effective Programs for Latino Students (Erlbaum, 2000), and One Million Children: Success for All (Corwin, 2001). He received the American Educational Research Association's Raymond B. Cattell Early Career Award for Programmatic Research in 1986, the Palmer O. Johnson award for the best article in an AERA journal in 1988, the Charles A. Dana award in 1994, the James Bryant Conant Award from the Education Commission of the States in 1998, the Outstanding Leadership in Education Award from the Horace Mann League in 1999, and the Distinguished Services Award from the Council of Chief State School Officers in 2000. He received his BA in psychology from Reed College in 1972 and his PhD in social relations in 1975 from Johns Hopkins University.

Preface
Why Reading Reform Is Essential
Is There a Reading Crisis?
Every Child Reading: What Would It Take?
References
Reading Instruction in Kindergarten
A Kindergarten Reading Program
Reading Aloud to Children
Contextual Reading
Dictated Experience Stories
Big Books
Alphabet, Phoneme Awareness, and Letter-Sound Correspondences
Early Writing
Summation
Assessment and Its Instructional Implications
Beginning-of-Year Assessment
Mid-Year Assessment
Small Group Instruction
End-of-Year Assessment
Analyzing End-of-Year Performance
References
Appendix
Reading Instruction in First Grade
Issues in First-Grade Reading Instruction
Assessing Early Reading Ability
Providing for Individual Differences
Grouping within a Classroom
Grouping across Classrooms
Acquiring a Set of Carefully Graded Reading Materials
Developing an Effective Small-Group Instructional Routine
Guiding Children's Contextual Reading
Teaching Word Recognition
Pacing Reading Instruction Efficiently
Additional Pieces of the Puzzle
Documenting End-of-Year Reading Achievement
Conclusion
References
Appendix
Tutoring At-Risk Beginning Readers
The Need for Tutoring
Why Tutoring Works
Research-Based Tutorial Models
Reading Recovery
Early Steps
The Howard Street Tutoring Program
Book Buddies
Summary Comments
A School-Based Plan for Tutoring At-Risk Beginning Readers
The Paradox of Tutorial Intervention
A New Role for the Reading Teacher
Scheduling Reading Instruction
The Tutors
Training the Supervisor of Tutors
Conclusion
References
Success for All: An Approach to Schoolwide Reading Reform
Success for All Components
Grouping
Eight-Week Assessments
Reading Tutors
Preschool and Kindergarten
Family Support Team
Program Facilitator
Reading Approaches
Reading Roots (First Grade)
Building Listening Comprehension
Building Reading Strategies
Reading Wings
Story-Related Activities
Listening Comprehension
Direct Instruction in Reading Comprehension
Independent Reading
Writing and Language Arts
Writing from the Heart (Primary)
Writing Wings (Upper Elementary)
Writing Process Activities
Revision and Editing Skills Lessons
Research on Success for All
Conclusion
References
Index

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