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A major revision to this popular market leading book makes this a must-have for all new teachers. Continuing to offer a comprehensive and balanced approach to reading instruction, with this new edition the authors clearly illustrate for readers that it's the teacher that makes the difference for children's literacy development. The new edition organizes each chapter with five pillars of effective reading instruction:Teacher Knowledge, Classroom Assessment, Effective Practice, Differentiated Instruction, and Family Home Connections.This organization reinforces the teacher's role in every aspect of reading instruction. Step inside the classroom and see effective classroom instruction in practice through integrated CD and web-based videos illustrating what application of chapter concepts look like in action.
Table of Contents
|Effective Reading Instruction: The Teacher Makes the Difference|
|The First Dayhellip|
|Why is Learning to Read so Important?|
|What is Reading?|
|Teachers Make the Difference|
|The Seven Characteristics of Highly Effective Reading Teachers|
|Highly effective reading teachers understandhow children learn oral language and how children learn to read|
|The Structure of Language|
|Highly effective reading teachers are excellent classroom managers|
|Highly effective reading teachers begin reading instruction by first assessingwhat students already know and can do|
|Highly effective reading teachers know how to adapt instruction to meet the needs of learners with special needs|
|Highly effective reading teachers teach the essential components of reading using evidence-based instructional practices|
|Highly effective reading teachers model reading and writing applications throughout the day|
|Highly effective reading teachers partner with other teachers, parents and community members to ensure children's learning|
|The Five Pillars of Effective Reading Instruction|
|Summary: Reading Teachers Make the Difference!|
|Developing Children's Oral Language|
|A Trip to the Zoohellip; and a Hairy Question|
|What Do Teachers Need To Know About Oral Language?|
|What Is Language?|
|Phonology:Soundsin Spoken Words|
|Orthography: Connecting Letters and Sounds|
|Morphology: The Building Blocks of Meaning in Words|
|Syntax and Grammar: The "Rule Book" in Language|
|Semantics: Connecting Past Experiences to Reading|
|Pragmatics: Using Language to Get What We Need|
|How Do Children Develop Oral Language?|
|The Behaviorist View of Oral Language Development|
|The Innatist View of Oral Language Development|
|The Constructivist View of Oral Language Development|
|Social Interactionist View of Oral Language Development|
|The Developmental Stages of Oral Language Development|
|What Does Research Say About The Relationship Between Oral Language And Reading?|
|Assessing Children's Oral Language development and Usage|
|Teacher Rating of Oral Language and Literacy (TROLL)|
|Get it Got it Go!|
|- Picture Naming Test|
|The Oral Language Acquisition Inventory (OLAI)|
|Principles of Effective Oral Language Instruction|
|Promoting Oral Language Learning in the School and Classroom|
|Oral Language Instructional Strategies|
|Instrumental Oral Language Instructio|
|Table of Contents provided by Publisher. All Rights Reserved.|