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All Children Read Teaching for Literacy in Today's Diverse Classrooms

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ISBN-10: 0321063945

ISBN-13: 9780321063946

Edition: 2005

Authors: Charles Temple, Donna Ogle, Alan Crawford, Penny A. Freppon

List price: $84.00
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Description:

Written by one of the most dynamic author teams in the field of Reading and Literacy, All Children Read offers future K-8 teachers the best practices for nurturing emergent literacy, teaching early literacy concepts, and developing reading and writing in all studentsthose of varying reading levels and abilities, as well as those who are English language learners. Six overriding themes are central to the text: the troubled reader, family/community literacy, technology, writing and reading, language diversity, and phonics/phonetic awareness. These themes are interwoven throughout, making this new text the most contemporary and critical learning aid to come out in the field in years and thus preparing future teachers for the demands of the classroom. Based on a whole-part-whole approach, this text is organized around a logical 3-Part structure. Part I explores the reading and writing process and orients readers to think about classrooms as diverse learning communities. Part II delves into theoretical aspects of literacy including early literacy concepts, word recognition, comprehension, and reading to learn. The third and final section demonstrates how to put it all together to build reading and writing instruction for children grade level by grade level.
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Book details

List price: $84.00
Copyright year: 2005
Publisher: Allyn & Bacon, Incorporated
Publication date: 10/6/2004
Binding: Hardcover
Pages: 608
Size: 7.75" wide x 9.75" long x 1.00" tall
Weight: 2.244
Language: English

Donna Ogleis Professor of Reading and Language at National-Louis University in Chicago, Illinois, and is actively involved in staff development projects work in the Chicago Public Schools, the Reading Leadership Institute, and in other American school districts. Dr. Ogle serves as a literacy consultant internationally, including Critical Thinking International and as a part of the editorial review boards of Lectura y Vida and the Thinking Classroom. She recently finished her term as president of the International Reading Association (IRA). Donna also conducts research on visual literacy and content comprehension, having developed both the K-W-L and PRC2 (partner reading in content, too). She is the author of many books, book chapters, and professional articles and conducts national and international workshops on teaching for comprehension and higher order thinking, as well as using the arts in teaching. Her K-W-L procedure has become so renowned that teachers use it all over the world. nbsp; James Beersis Professor of Reading, Language, and Literacy in the School of Education at the College of William and Mary, Williamsburg, Virginia. He is also the Director of the Eastern Virginia Writing Project of the National Writing Project, which helps teachers help their students become better writers. He has a B.A. in English from Johns Hopkins University, an M.A. in English, and Ph.D. in Reading from the University of Virginia.nbsp; Dr. Beers has taught reading, writing, and spelling to students at all grade levels and has published books, chapters, and articles on reading, writing, and spelling. Among these publications are Developmental and Cognitive Aspects of Learning to Spell and Writing for Competency. James is also an author on the Scott Foresman Reading and Spelling Programs. He has given numerous in-service workshops throughout the United States and Canada for teachers and administrators on the teaching of reading, writing, and spelling and has assisted a number of school systems in developing K-12 reading and writing curricula and the three- to four-year plans for implementing the curricula. Along with his wife, Dr. Carol S. Beers, James has participated in the Reading and Writing for Critical Thinking Project through the International Reading Associationrsquo;s International Volunteer Program. This project has helped teachers in eastern European countries promote critical thinking and independent learning through reading and writing in their students. James and Carol are currently co-authoring a book that addresses what every principal should know about reading.

This tentative table of contents is for review purposes only and may not reflect final selections of the text
The Processes of Literacy
Teaching Reading
The Social and Cultural Contexts for Teaching Diverse Learners
What Teachers Need to Know about Language
Aspects of Reading
Emergent Literacy
Word Recognition and Vocabulary
Comprehension and Response to Literature
Reading to Learn?Content and Study Reading
The Writing Process
Organizing and Managing the Literacy Program
Putting Effective Literacy Instruction into Practice (Grades K to 2)
Putting Effective Literacy Instruction into Practice in Grades Three to Five
Reading in the Middle Grades: Grades Six to Eight
Models and Strategies for Teaching ESL and for Teaching Reading in the Mother Tongue: A Focus on Spanish