Informed Reading Teacher The Research-Based Practice
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Description: The Informed Reading Teacher: Research-Based Practice models the idea that the best literacy teacher is the informed literacy teacher. How does a teacher become informed? Through Research bull; bull;What the Research Says features throughout every chapter distill key concepts from pinnacle search and link them to classroom teaching. bull;Accessible and engaging writing makes the research clear and manageable for preservice and practicing teachers. bull;The Companion Website offers alternative views on research pieces, allowing users to weigh each study and engage in global discussions on what the research says about literacy teaching. Through Assessment and Evaluation bull; bull;A complete chapter demonstrates the importance of weaving assessment and evaluation through all literacy teaching. bull; Assessment and Evaluation features identify specific strategies and the most appropriate contexts for their use. bull;Chapter sections throughout fart 3 model assessment and evaluation in h-2, 3-5, and 6-8 classrooms. Through Professional Development bull; bull;Good literacy teachers stay informed throughout their careers. A complete chapter on professional development illustrates the best ways to continue to develop throughout a teaching career. bull;The Companion Website connects users to many sources for continuing professional development.
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All the information you need in one place! Each Study Brief is a summary of one specific subject; facts, figures, and explanations to help you learn faster.
List price: $216.80
Copyright year: 2005
Publisher: Prentice Hall PTR
Publication date: 4/6/2004
Binding: Mixed Media
Size: 8.00" wide x 10.00" long x 1.00" tall
|Foundations of Reading Instruction|
|Becoming Literate: Language, Reading, and Writing as Developmental Processes|
|Approaches to Reading Instruction|
|Assessing and Evaluating Children's Literacy Growth|
|Achievement for All Students: Meeting Special Needs|
|Practical Implications of Reading and Writing Research|
|Guiding the Development of Decoding Skills|
|Guiding the Development of Reading Strategies|
|Guiding the Development of Vocabulary|
|Guiding the Development of Comprehension|
|Guiding the Development of Reading Fluency|
|Writing in the Reading Program|
|Planning for Balanced Literacy Programs|
|Supporting Literacy with Literature in the Classroom|
|Building a K-2 Reading Program|
|Building a Literacy Program in Grades 3-5|
|Building a Literacy Program in Grades 6-8|
|Ongoing Professional Growth|
|Becoming an Even More Informed Reading Teacher|
|Motivation to Read Profile|
|The Reader Self-Perception Scale|
|45 Phonics Generalizations|
|The Yopp-Singer Test of Phoneme Segmentation|
|Metacomprehension Strategy Index|
|Literature Circle Individual Evaluation|