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Teaching Children to Read The Teacher Makes the Difference Plus MyEducationLab with Pearson eText -- Access Card Package,9780133007497
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Teaching Children to Read The Teacher Makes the Difference Plus MyEducationLab with Pearson eText -- Access Card Package

by ;
Edition:
6th
ISBN13:

9780133007497

ISBN10:
0133007499
Format:
Package
Pub. Date:
8/1/2012
Publisher(s):
Pearson
List Price: $171.33
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Summary

The new 6th edition of the highly popular, market-leading Teaching Children to Read, 6/eis a must-have resource for pre-service and new teachers alike. It presents a comprehensive, evidence-based approach to reading instruction that reinforces the centrality of the teacher's role in every aspect of teaching and learning. The authors organize each chapter into seven pillars of evidence-based, effective reading instruction: Teacher Knowledge, Assessment, Evidence-Based Instruction Practices, Response to Intervention, Family and Community Connections, and, new to this edition, Motivation and Engagement, and Technology and New Literacies. The book uses color-coding for each of the seven pillars making navigation of each chapter easy and accessible.

Author Biography

D. Ray Reutzel is currently the Emma Eccles Jones Endowed Chair and Distinguished Professor of Early Childhood Literacy Education and Director of the Emma Eccles Jones Center for Early Childhood Education at Utah State University. He works with teachers and children in public schools across the nation. A former Provost and Vice President for Academic Affairs at Southern Utah University; Associate Dean of Teacher Education in the David O. McKay School of Education; and former Chair of the Department of Elementary Education at Brigham Young University, Professor Reutzel received the 1992 Karl G. Maeser Distinguished Research Professor Award while at BYU. Ray has taught in Kindergarten, 1st grade, 3rd grade, and 6th grade.

Dr. Reutzel is the author of more than 185 articles, books, book chapters, and monographs and has published in such journals as Early Childhood Research Quarterly, The Elementary School Journal, Reading Research Quarterly, Journal of Reading Behavior, Journal of Literacy Research, Journal of Educational Research, Reading Psychology, Reading and Writing Quarterly, Reading Research and Instruction, Language Arts, Journal of Reading, and The Reading Teacher, Instructor, among others. He is the past Editor of Literacy Research and Instruction and the The Reading Teacher journals, and co-author of several best selling college textbooks.

 

 

Dr. Robert B. Cooter, Jr. is Distinguished Professor of Urban Literacy Research at The University of Memphis. His primary research focus pertains to research-based reading instruction for children living at the poverty level. Professor Cooter founded The Memphis Literacy Academy, an outreach program in Memphis City Schools dedicated to raising the expertise of hundreds of inner-city teachers of reading. He is also co-principal investigator for the Memphis Striving Readers Program (grades 6-9 content areas), a $16 million middle school literacy research project in Memphis City Schools.

 

Dr. Cooter has authored or co-authored nearly 100 journal articles and some 19 books in reading education including several best sellers. In March of 2006, he and Dr. J. Helen Perkins, also of the University of Memphis, are co-editors of The Reading Teacher published by the International Reading Association.

Table of Contents

Preface

 

PART ONE

    CHAPTER ONE Effective Reading Instruction: The Teacher Makes the Difference

 

PART TWO

    CHAPTER TWO Developing Children’s Oral Language

    CHAPTER THREE Early Reading Instruction: Getting Started with the Essentials

    CHAPTER FOUR Phonics and Word Recognition: Learning to Read Words

    CHAPTER FIVE Reading Fluency

    CHAPTER SIX Increasing Reading Vocabulary

    CHAPTER SEVEN Teaching Reading Comprehension

    CHAPTER EIGHT Writing

 

PART THREE

    CHAPTER NINE Evidence-Based Programs, Interventions, and Standards for Reading Instruction

    CHAPTER TEN Assessment

 

PART FOUR

    CHAPTER ELEVEN Effective Reading Instruction and Organization in Grades K—3

    CHAPTER TWELVE Effective Academic Literacy Instruction in Grades 4—8

 

References

 

Name Index

 

Subject Index

 



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