9780867095197

When Kids Can't Read, What Teachers Can Do: A Guide for Teachers, 6-12

by
  • ISBN13:

    9780867095197

  • ISBN10:

    0867095199

  • Format: Paperback
  • Copyright: 10/22/2002
  • Publisher: HEINEMAN EDUCATIONAL BOOKS

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Supplemental Materials

What is included with this book?

  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
  • The Used and Rental copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

Summary

"If I had to recommend just one book to middle and secondary teachers working to support struggling readers, this would have to be the book. When Kids Can't Read, What Teachers Can Dois a comprehensive handbook filled with practical strategies that teachers of all subjects can use to make reading skills transparent and accessible to adolescents. Bending theory with practice throughout, Kylene Beers moves teachers from assessment to instruction - from describing dependent reading behaviours to suggesting ways to help students with vocabulary, fluency, comprehension, work recognition, response to text, and so much more. But it's not just the strategies that make this book so valuable. It's the invitations to "step inside a classroom" and eavesdrop on teacher/student interactions. It's the student profiles, the "if/then" charts, the extensive booklists and, of course, the experiences of a brilliant reading teacher. This is simply the best book published to date to support struggling adolescent readers!" Gillda Leitenberg, District-wide Coordinator, English/Literacy Toronto District School Board

Author Biography

KYLENE BEERS, Ed.D., is a Senior Reading Reseacher in the Child Study Center at Yale University. A former middle school teacher, Kylene has turned her commitment to helping struggling readers into the major focus of her research, writing, speaking, and teaching. She is the current editor of Voices from the Middle, the journal of the National Council of Teachers of English

Table of Contents

A Defining Moment
1(7)
Creating Independent Readers
8(15)
Assessing Dependent Readers' Needs
23(17)
Explicit Instruction in Comprehension
40(21)
Learning to Make an Inference
61(12)
Frontloading Meaning: Pre-Reading Strategies
73(29)
Constructing Meaning: During-Reading Strategies
102(36)
Extending Meaning: After-Reading Strategies
138(38)
Vocabulary: Figuring Out What Words Mean
176(28)
Fluency and Automaticity
204(16)
Word Recognition: What's After ``Sound It Out''?
220(25)
Spelling: From Words Lists to How Words Work
245(13)
Creating the Confidence to Respond
258(23)
Finding the Right Book
281(19)
A Final Letter to George
300(69)
Appendices
A Coding of Kate's First Time Teaching ``Eleven''
305(2)
B Transcript of Kate's Think-Aloud for ``Eleven''
307(2)
C Bookmark Templates
309(6)
D Common Roots, Prefixes, and Suffixes
315(3)
E More Roots
318(5)
F Templates
323(4)
G Fry and Dolch Word Lists
327(8)
H Common Phonics Generalizations
335(4)
I 175 Most Common Syllables in the 5,000 Most Frequent English Words
339(1)
J Interesting Sorts
340(3)
K Easily Confused Words
343(3)
L Common Spelling Rules
346(4)
M Booklists
350(17)
N Poem for Tea Party
367(2)
References 369(10)
Acknowledgments 379(4)
Index 383

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