Concept-Oriented Reading Instruction Engaging Classrooms, Lifelong Learners

ISBN-10: 1572308125
ISBN-13: 9781572308121
Edition: 2003
List price: $28.00 Buy it from $0.01 Rent it from $12.00
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Book details

List price: $28.00
Copyright year: 2003
Publisher: Guilford Publications
Publication date: 11/20/2002
Binding: Paperback
Pages: 160
Size: 7.00" wide x 9.50" long x 0.50" tall
Weight: 0.792
Language: English

Linda B. Gambrell, PhD,is a Professor in the Eugene T. Moore School of Education at Clemson University. Prior to coming to Clemson University, she was Associate Dean for Research at the University of Maryland. From 1992 to 1997, she was principal investigator at the National Reading Research Center, where she directed the Literacy Motivation Project. Dr. Gambrell began her career as an elementary classroom teacher and reading specialist in the public schools. She has written books on reading instruction and has published in a range of professional journals. She is past president of the National Reading Conference and the College Reading Association and was recently elected to serve as President of the International Reading Association (2007-2008). In 2004 she was elected to the Reading Hall of Fame. Prior awards include the 1998 International Reading Association’s Outstanding Teacher Educator in Reading Award, the 2001 National Reading Conference’s Albert J. Kingston Award, and the 2002 College Reading Associate Laureate Award. Dr. Gambrell's current interests are in the areas of reading comprehension strategy instruction, literacy motivation, and the role of discussion in teaching and learning. Lesley Mandel Morrow, PhD,holds the rank of Professor II at Rutgers University’s Graduate School of Education, where she is Chair of the Department of Learning and Teaching. She began her career as a classroom teacher, then became a reading specialist, and later received her PhD from Fordham University. Her area of research deals with early literacy development and the organization and management of language arts programs. Her research is carried out with children and families from diverse backgrounds. Dr. Morrow has produced more than 250 publications, including journal articles, chapters, and books. She has received numerous grants from the federal government for her research and has served as a principal research investigator for several research centers. She received Excellence in Research, Teaching, and Service Awards from Rutgers University, as well as the International Reading Association’s Outstanding Teacher Educator in Reading Award and Fordham University’s Alumni Award for Outstanding Achievement. Dr. Morrow was an elected member of the Board of Directors of the International Reading Association and is a past president of that organization. She is an elected member of the Reading Hall of Fame. Michael Pressley, PhD,who passed away in May 2006, was University Distinguished Professor at Michigan State University, as well as Director of the Doctoral Program in Teacher Education and Director of the Literacy Achievement Research Center, with both roles part of his professorship in the Department of Teacher Education and the Department of Counseling, Educational Psychology, and Special Education. He was an expert on effective elementary literacy instruction, with his research appearing in more than 300 journal articles, chapters, and books. Dr. Pressley served a 6-year term as editor ofJournal ofEducational Psychology. He was honored with awards from the National Reading Conference, the International Reading Association, the American Educational Research Association, and the American Psychological Association, among others. Dr. Pressley received the 2004 E. L. Thorndike Award from Division 15 of the American Psychological Association, the highest award given for career research accomplishment in educational psychology.Linda B. Gambrell, PhD,is a Professor in the Eugene T. Moore School of Education at Clemson University. Prior to coming to Clemson University, she was Associate Dean for Research at the University of Maryland. From 1992 to 1997, she was principal investigator at the National Reading Research Center, where she directed the Literacy Motivation Project. Dr. Gambrell began her career as an elementary classroom teacher and reading specialist in the public schools. She has written books on reading instruction and has published in a range of professional journals. She is past president of the National Reading Conference and the College Reading Association and was recently elected to serve as President of the International Reading Association (2007-2008). In 2004 she was elected to the Reading Hall of Fame. Prior awards include the 1998 International Reading Association’s Outstanding Teacher Educator in Reading Award, the 2001 National Reading Conference’s Albert J. Kingston Award, and the 2002 College Reading Associate Laureate Award. Dr. Gambrell's current interests are in the areas of reading comprehension strategy instruction, literacy motivation, and the role of discussion in teaching and learning. Lesley Mandel Morrow, PhD,holds the rank of Professor II at Rutgers University’s Graduate School of Education, where she is Chair of the Department of Learning and Teaching. She began her career as a classroom teacher, then became a reading specialist, and later received her PhD from Fordham University. Her area of research deals with early literacy development and the organization and management of language arts programs. Her research is carried out with children and families from diverse backgrounds. Dr. Morrow has produced more than 250 publications, including journal articles, chapters, and books. She has received numerous grants from the federal government for her research and has served as a principal research investigator for several research centers. She received Excellence in Research, Teaching, and Service Awards from Rutgers University, as well as the International Reading Association’s Outstanding Teacher Educator in Reading Award and Fordham University’s Alumni Award for Outstanding Achievement. Dr. Morrow was an elected member of the Board of Directors of the International Reading Association and is a past president of that organization. She is an elected member of the Reading Hall of Fame. Michael Pressley, PhD,who passed away in May 2006, was University Distinguished Professor at Michigan State University, as well as Director of the Doctoral Program in Teacher Education and Director of the Literacy Achievement Research Center, with both roles part of his professorship in the Department of Teacher Education and the Department of Counseling, Educational Psychology, and Special Education. He was an expert on effective elementary literacy instruction, with his research appearing in more than 300 journal articles, chapters, and books. Dr. Pressley served a 6-year term as editor ofJournal ofEducational Psychology. He was honored with awards from the National Reading Conference, the International Reading Association, the American Educational Research Association, and the American Psychological Association, among others. Dr. Pressley received the 2004 E. L. Thorndike Award from Division 15 of the American Psychological Association, the highest award given for career research accomplishment in educational psychology.

Why Is the North Pole Always Cold?
What Is Reading Engagement?
What Are the Components in the Process of Engagement in Reading?
What Do Engaged Readers Look Like?
What Does an Engaging Classroom Look Like?
What's Your Goal?
Principle 1 of Coherent Instruction: Learning and Knowledge Goals
Building a CORI Unit
What Interests You?
Principle 2 of Coherent Instruction: Real-World Interactions
Building a CORI Unit
That's Cool! Let's Read about It
Principle 3 of Coherent Instruction: Interesting Texts for Instruction
Building a CORI Unit
I Want to Learn about Hurricanes!
Principle 4 of Coherent Instruction: Autonomy Support
Building a CORI Unit
What's the Main Idea?
Principle 5 of Coherent Instruction: Strategy Instruction
Two Heads Are Better Than One
Principle 6 of Coherent Instruction: Collaboration Support
Principle 7 of Coherent Instruction: Teacher Involvement
Building a CORI Unit
Beyond Gold Stars and Candy Bars
Principle 8 of Coherent Instruction: Evaluation for Engagement
Principle 9 of Coherent Instruction: Rewards and Praise
Why Teach This Way?
What Are the Benefits of CORI?
Some Frequently Asked Questions
Concluding Thoughts
Instructional Planning Charts
Performance Assessment and Scoring Rubric
Margaret's Weather Book List
Self-Monitoring Checklist for Reports
Motivations for Reading Questionnaire (MRQ)
References
Index

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