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This package includes the Enhanced Pearson eText with MyEducationLab and the bound book.
Written by one of the most dynamic author teams in the field of Reading and Literacy, the Fourth Edition of All Children Read continues to offer K-8 teachers the best practices for developing reading and writing in all students.
The new edition integrates Common Core State Standards, deepens its exploration of Response to Intervention (RTI), looks more deeply at comprehension of informational text, and emphasizes the teaching of English Language Learners. Central to, and woven throughout, this text are the six overriding themes—the struggling reader; family/community literacy; new literacies; writing and reading connections; developmental, cultural, and linguistic diversity; and phonics/phonological awareness. The Enhanced Pearson eText features embedded video.
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C HARLES TEMPLE is a professor of education at Hobart and William Smith Colleges in Geneva, New York, where he teaches courses on literacy, children’s literature, peace studies, and storytelling. He has written books on emergent literacy, invented spelling, writing instruction, language arts, diagnosis and remediation of reading disabilities, and children’s literature. Along with Alan Crawford and Jean Gillet, he authored the D evelopmental Literacy Inventory, an assessment system for literacy, K–12. With Jim MaKinster, he co-authored I ntervening for Literacy, a supplemental handbook for Jump Start, the early intervention project. Temple taught as a senior Fulbright Scholar in Portugal and Romania, and was a founding director of the Open Society Institute’s and the International Reading Association’s Reading and Writing for Critical Thinking Project, which has served more than 100,000 teachers in 40 countries in Europe, Asia, Latin America, and Africa. He co-directs Critical Thinking International, Inc., a non-profit organization that develops materials and fields mid-career professionals for teacher training projects around the world. He has published books for children, and he is currently working with teachers and authors in Liberia, Sierra Leone, and Tanzania to develop indigenous literature for children.
D ONNA OGLE is Emerita Professor of Reading and Language at National-Louis University (NLU) in Chicago, Illinois, and is active in research and professional development projects. She served as senior consultant to the Chicago Striving Readers Project, co-directs the Reading Leadership Institute and for eight years was Co-Director of the Literacy Partners Project, collaboration among the Chicago Public Schools, NLU and the Chicago Community Trust. Donna also serves as a literacy consultant internationally: as part of the Reading and Writing for Critical Thinking Project she worked primarily in Russia and Romania, for the U.S government she has worked in Peshawar, Pakistan (for an Afghan Education Project), in Latin America and in Austria; and currently is part of Critical Thinking International and Grupo SM in Latin America. She is currently on the editorial review boards of the R eading Teacher and the J ournal of Adolescent and Adult Literacy. Donna is a past-president of the International Reading Association (IRA) and an elected member of the Reading Hall of Fame. She also conducts research on visual literacy, vocabulary and content comprehension, having developed both the K-W-L and PRC2 (partner reading in content, too) frameworks. She is the author of many books, book chapters, professional articles, and curriculum materials and is currently coordinating editor for a series of books on the CCSS being published by Pearson Education.
A LAN CRAWFORD is Emeritus Professor of Education at California State University, Los Angeles. He has served as President of the California Reading Association, a Fulbright Senior scholar in Ecuador, and a Researcher in Residence at the American Embassy in Baku, Azerbaijan. He has done extensive teaching, consulting, and writing on teaching reading in the elementary school, especially for second language learners. Alan has written curriculum for teaching reading in Spanish and served on the Editorial Review Board of L ectura y Vida. He served as IRA’s representative to UNESCO for many years and was a Senior Literacy Specialist at UNESCO in Paris during International Literacy Year (1989–90). He is currently a director of Critical Thinking International. He frequently presents workshops on a volunteer basis for international development projects in Latin America, Europe, Asia, and Africa.
PENNY FREPPON is Emerita Professor of Literacy at the University of Cincinnati, where she taught undergraduate and graduate courses in reading and writing and directed a Literacy Center serving urban children. Federal, state, and university grants supported her research. Her publications appeared in national and internationally referenced journals. She has served on Review Boards for Language Arts (LA) and Research in the Teaching (RTE) of the National Council of Teachers of English, Research Reading Quarterly (RRQ) and The Reading Teacher (RT) of the International Reading Association, Journal of Reading Behavior (JRB) and the Yearbook of the National Reading Conference (Literacy Research Association), Literacy, Teaching and Learning: An International Journal of Early Literacy of the Reading Recovery Council and won the Distinguished Research Award in Teacher Education. Freppon has written and co-written research and practice-based articles, book chapters and a book on “what it takes to be a teacher.” The state of Ohio and federal funds supported a Literacy Specialist workshop-based and literature-rich program, of which she was field-faculty member. She has taught teachers in Uzbekistan and Africa, and is a member of Critical Thinking International and is a RWCT IC International Trainer.
Part One: The Processes of Literacy
1 Approaches to Teaching Reading
2 The Social and Cultural Contexts for Teaching All Children to Read
3 What Reading Teachers Need to Know about Language
Part Two: Aspects of Reading
4 Emergent Literacy
5 Phonics and Word Knowledge
6 Helping Readers Build Fluency and Vocabulary
7 Reading Comprehension, Part I: Making Sense of Literature
8 Comprehension: Understanding and Learning with Informational Texts
9 Critical Thinking and Critical Literacy
10 Teaching Children to Spell and Write
11 Assessing Literacy
Part Three: Organizing and Managing the Literacy Program
12 Putting Effective Literacy Instruction into Practice: Grades K to 2
13 Putting Effective Literacy Instruction into Practice: Grades 3 to 5
14 Putting Effective Literacy Instruction into Practice: Grades 6 to 8
15 Models and Strategies for Teaching ESL and for Teaching Reading in the Mother Tongue