Teach Them All to Read

by Mcewan-adkins, Elaine K.

• ISBN13: 9781412964975
• ISBN10: 1412964970
• Edition: 2nd
• Format: Hardcover
• Copyright: 2009-07-15
• Publisher: Corwin Pr

Summary

'The second edition of Elaine McEwan's book is a user-friendly guide that integrates research into practice. It carefully explains the research behind reading development and provides truly clear, no-nonsense steps to implement the best practices of instruction. McEwan does not sugar-coat how difficult teaching reading can be, but she provides powerful methods for achieving it' - Jennifer Sandberg, Curriculum//Reading Coordinator, Sutherland Public School, NETo successfully teach reading, teachers have to first believe that all children can learn to read-and then they have to turn that belief into a reality. In this thoroughly updated and revised version of her best-selling book, Elaine K. McEwan guides educators through the challenging but crucial work of teaching every child how to read.Written for all teachers as well as administrators, this resource covers strategies for nine essential components of effective reading instruction: phonemic awareness, phonics, spelling, fluency, developing a reading culture, providing opportunities to read, writing, word knowledge, and comprehension. This second edition features:- The most up-to-date research in reading instruction- Effective instructional practices and strategies- Brief vignettes and graphic organizers that illustrate and summarize key concepts- A comprehensive case study of one district's remarkable successThis resource reveals precisely how educators in successful schools are teaching students to read-and how all educators can achieve the same results in their schools!

Table of Contents

List of Figures

About the Author

Preface

The Story Behind This Book

How the Reading Puzzle Has Changed

The Meaning of ALL

The Goals of This Book

Who This Book Is For

Overview of the Contents

Program Recommendations

Special Features of the Second Edition

Acknowledgments

Introduction

Shift Your Paradigms

Put Together the Reading Puzzle

Become an Instructional Leader

Summarizing the Introduction

Notes

Phonemic Awareness

What Is Phonemic Awareness and How Do Students Acquire It?

When Should Phonemic Awareness Be Taught?

The Role of Phonemic Awareness in Skilled Reading

Scientific Evidence for Phonemic Awareness Instruction

Effective Instructional Practices for Teaching Phonemic Awareness

Guidelines for Implementing Phonemic Awareness Instruction

Summarizing Chapter 1

Notes

Phonics

What Is Phonics and How Do Students Learn to Decode?

When Should Phonics Be Taught?

The Role of Phonics in Skilled Reading

Scientific Evidence for Phonics Instruction

Effective Instructional Practices for Teaching Phonics

Summarizing Chapter 2

Notes

Spelling

What Is Spelling and How Do Students Become Good Spellers?

When Should Spelling Be Taught?

The Role of Spelling in Skilled Reading

Scientific Evidence for Spelling Instruction

Effective Instructional Practices for Teaching Spelling

Intensive Spelling-Based Reading Interventions

Summarizing Chapter 3

Fluency

What Is Fluency and How Do Students Become Fluent Readers?

When Should Fluency Be Taught?

The Role of Fluency in Skilled Reading

Scientific Evidence for Fluency Instruction

Effective Instructional Practices for Facilitating Fluency

Summarizing Chapter 4

Word and World Knowledge

What Is Word and World Knowledge and How Do Students Acquire It?

When Should Word and World Knowledge Be Taught?

The Role of Word and World Knowledge in Skilled Reading

Scientific Evidence for Teaching Word and World Knowledge

Effective Instructional Practices for Teaching Word and World Knowledge

Summarizing Chapter 5

Comprehension

What Is Comprehension and How Do Students Become Skilled Comprehenders?

When Should Comprehension Be Taught?

The Role of Comprehension in Skilled Reading

Scientific Evidence for Teaching Comprehension

Effective Instructional Practices for Teaching Comprehension

Take Comprehension Instruction to the Next Level

Summarizing Chapter 6

Reading a Lot

What Is Reading a Lot and How Do Student Become Voracious Readers?

When Should Reading a Lot Be Taught?

The Role of Reading a Lot in Skilled Reading

The Lack of Scientific Evidence for Reading a Lot

Effective Instructional Practices for Teaching Reading a Lot

Summarizing Chapter 7

Writing

What Is Writing and How Do Students Learn to Write?

When Should Writing Be Taught?

The Relationship of Reading and Writing

Scientific Evidence for the Writing-Reading Connection

Notching Up Reading and Writing Instruction

Summarizing Chapter 8

A Reading Culture

Welcome to Gering

The Gering "No Excuses" Model

Paradigms

Academic Focus

Curriculum, Instruction, and Assessment

Grouping and Time

Professional Development

Expectations

Sustainability Beyond NIFDI and RF

Summarizing Chapter 9

References

Index

Table of Contents provided by Ingram. All Rights Reserved.