Teaching Children to Read and Write Becoming an Effective Literacy Teacher

ISBN-10: 0205435556

ISBN-13: 9780205435555

Edition: 4th 2006 (Revised)

Authors: Robert B. Ruddell

List price: $160.20
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Description:

The Fourth Edition of Teaching Children to Read and Write takes an evidence-based approach to the theories and methods needed to become an effective literacy teacher. What do literacy professors love about this book? ";The addition of evidence-based strategies is crucial. Pre-service teachers need to see a direct connection between strategies that they are learning and the evidence that is behind the strategies. The adaptations for struggling and delayed readers are a strong addition to the fourth edition. . . . Ruddell gives strong examples of possible differentiation strategies."; Roxanne Sorrick, Hiram College ";I welcome the inclusion of 'adaptation of strategies for delayed readers' for each of the instructional strategies. It is an excellent idea to include ‘Evidence-Based Practice' throughout the chapters to point out and explain the research that supports the use of certain instructional strategies or assessment tools. Including the IRA Professional Standards at the end of each chapter is an excellent idea."; Anna Chee, California State University-Los Angeles ";Professional Standards feature is clearly connected to what we outline on our course syllabus for the state and national standards. I appreciate the updated research references! I welcome the changes set forth in the revision-the updated terms, visual cues, delayed readers sections, and overall updates."; Martha M. Decker, Morehead State University What's New in the Fourth Edition? bull; bull;Research and Evidence-Based Practice feature provides information on the most up-to-date studies and results in literacy education. bull;Evidence-Based Practice icons throughout the text denote strategies with proven effectiveness. bull;Delayed Reader Adaptations offer specific strategies for use with students whose literacy progress is delayed, including English language learners. bull;Professional Standards feature at the conclusion of each chapter describes the International Reading Association Professional Standards relevant to that chapter.
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Book details

List price: $160.20
Edition: 4th
Copyright year: 2006
Publisher: Allyn & Bacon, Incorporated
Publication date: 4/14/2005
Binding: Hardcover
Pages: 608
Size: 7.50" wide x 9.00" long x 1.00" tall
Weight: 2.398
Language: English

Preface
Acknowledgments
About the Author
Becoming an Effective and Influential Literacy Teacher
Characteristics of Influential Teachers
An Overview of Effective Instructional Approaches
A Historical Perspective on Literacy Instruction in the United States
The Challenge of Becoming an Effective and Influential Teacher
Chapter Summary
Bridges to the Classroom
Bridges to Practice and Research
Understanding Meaning Making and the Reading and Writing Process
Expert Reader Competencies
Children's Oral Language Development
Children's Emergent Literacy and Literacy Development in the Elementary School Years
Factors that Influence Oral and Written Language Development
The Sociocognitive Theory of Language and Literacy Development
The Reading Process--A Synthesis
Chapter Summary
Bridges to the Classroom
Bridges to Practice and Research
Understanding Early Reading and Writing Development
Types of Meaning in Meaning Negotiation
Ambiguity and Risk in Meaning Negotiation
Optimal Conditions for Literacy Learning
Children's Early Reading Development
Developing Literacy Awareness
Early Literacy Classrooms
Chapter Summary
Bridges to the Classroom
Bridges to Practice and Research
Using Instructional Strategies to Develop Reading Comprehension
Children's Comprehension Development
Comprehension Instruction in the Classroom
Group Reading Approaches for Comprehension
Chapter Summary
Bridges to the Classroom
Bridges to Practice and Research
Building Vocabulary and Comprehension Connections
Vocabulary Acquisition
Goals and Objectives of Vocabulary Instruction
Active Learning in Vocabulary Learning Contexts
Before-Reading Vocabulary Instruction: Teaching Vocabulary in Context (TVC)
During-Reading Vocabulary Instruction: The Context-Structure-Sound Reference (CSSR) System
After-Reading Vocabulary Instruction: The Vocabulary Self-Collection Strategy (VSS)
Instruction to Support Word Learning and Build Meaning Connections
Chapter Summary
Bridges to the Classroom
Bridges to Practice and Research
Building Word Analysis Strategies and Skills
Phonics and Word Analysis: A History of Controversy
Developmental Stages in Word Recognition
Goals and Objectives for Teaching Word Analysis Skills
Instructional Strategies for Teaching Phonics
Instructional Strategies for Teaching Syllable Identification
Instructional Strategies for Teaching Compound Words
Instructional Strategies for Teaching Affixes and Roots
Instructional Strategies for Teaching Context Clues
Instructional Strategies for Developing Reading Fluency
Skill Application through Wide Reading
Chapter Summary
Bridges to the Classroom
Bridges to Research and Practice
Using Literature and Reader Response to Enhance Motivation and Comprehension
Goals of a Literature Program
Three Steps in the Reader Motivation and Response Process
Influence of Instructional Stances on Reader Response
Sources of Reader Motivation
Selecting Literature
Types of Children's Literature
Developing the Classroom Reading Center
Instructional Strategies for Teaching Literature
Evaluating Children's Progress in Responding to Literature
Chapter Summary
Bridges to the Classroom
Bridges to Research and Practice
Developing Children's Reading and Writing in Content Areas
Relationships among Reading, Writing, and Learning
Content Area Literacy in Perspective
Guiding Children's Reading in Content Area Instruction
Guiding Children's Writing in Content Area Instruction
Developing Children's Handwriting
Integrating Reading and Writing across the Curriculum
Chapter Summary
Bridges to the Classroom
Bridges to Practice and Research
Instructing Delayed Readers in a Regular Classroom Setting
Understanding Delayed Readers
Meeting the Needs of Delayed Readers
Final Thoughts
Chapter Summary
Bridges to the Classroom
Bridges to Practice and Research
Understanding Language and Cultural Diversity and Special Needs
Understanding the Impact of Diversity
Children's Language Acquisition Strategies
Children's Language and Culture
Programs for Students with Limited English Proficiency
Specific Classroom Strategies for Teaching Bilingual Learners
Understanding Students with Special Needs
Using Tutors to Assist in Meeting Student Needs
Chapter Summary
Bridges to the Classroom
Bridges to Practice and Research
Assessing Children's Progress in Literacy Development
Principles of Assessment
Classroom Observations
Portfolio Assessment
Formal Assessment
Communicating Student Progress to Parents
Chapter Summary
Bridges to the Classroom
Bridges to Practice and Research
Examining Instructional Approaches to Literacy Learning
The Basal Reader Approach
The Literature-Based Approach
The Whole Language Approach
Evaluation of Instructional and Supplementary Programs
Technology-Based Instruction
Chapter Summary
Bridges to the Classroom
Bridges to Practice and Research
Continuing Your Professional Growth as an Effective and Influential Literacy Teacher
Processes of Professional Development
Your Personal and Professional Support Network
Professional Connections for Reading and Writing Teachers
The Role of Professional Reflection
Chapter Summary
Bridges to the Classroom
Bridges to Practice and Research
Newbery Medal Books
Caldecott Medal Books
General References
Children's References
Name Index
Subject Index
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