Teaching Reading Sourcebook

Teaching Reading Sourcebook
Available:
Author: Bill Honig,Linda Diamond,Linda Gutlohn
Pages: 826
ISBN: 157128690X
Release: 2013
Editor: Arena Press

DESCRIPTION OF THE BOOK:

"Prepare students for future success by using effective reading instruction that's proven to work. The Teaching Reading Sourcebook, updated second edition is an indispensable resource that combines evidence-based research with actionable instructional strategies. It is an essential addition to any educator's professional literacy library--elementary, secondary, university." -- back cover.

Teaching Reading Sourcebook

Teaching Reading Sourcebook
Available:
Author: Bill Honig,Linda Diamond,Linda Gutlohn
Pages: 826
ISBN: 1634022351
Release: 2018-09
Editor: Academic Therapy Publications

DESCRIPTION OF THE BOOK:

"Prepare students for future success by learning how to provide evidence-based reading instruction. The Teaching Reading Sourcebook, Third Editon is an indispensable resource that combines the best features of an academic text and a practical hands-on teacher's guide. It is an essential addition to any educator's professional literacy library--elementary, secondary, or university."--Back cover.

Assessing Reading

Assessing Reading
Available:
Author: Anonim
Pages: 211
ISBN: 1571284648
Release: 2008
Editor: Academic Therapy Publications

DESCRIPTION OF THE BOOK:

This book contains a collection of formal and informal reading assessments for use with students in Grades k-12. These assessments assist the teacher in targeting areas of strength and weakness, in monitoring student reading development, and in planning appropriate instruction. Unlike large-scale achievement tests, the majority of these assessments can be administered individually. Each assessment was selected because it measures an important research-based reading skill and because it is quick, reliable, and easy to use. Each assessment provides clear and accurate individual student information. The assessments included in this book are informal assessments designed to measure specific skills critical to successful reading. Some of the assessments are curriculum-based, while others are criteria-based, depending on the purpose of the assessment. Similarly, some assessments target specific skills, some are instruments for broader screening, and some can be used for both types of assessment. Spanish assessments are provided for the early grades where many students may still be in bilingual programs or may be receiving Spanish primary language instruction before transitioning to English programs. Profile Forms and Class Records found in the Appendix provide an easy way for teachers to summarize assessment results. Appended are: (1) core Reading Assessment Profile Forms; (2) core Reading Assessment Class Records; (3) Performance Criteria for Fluency and Fluency Scores: a Discussion; (4) Assessment-Driven Instruction: a Systems Approach; and (5) Resources for Assessing Reading. [Contributing authors include: Orna Lenchner, Michael Milone, and Jacalyn Mahler.].

Teaching Reading in Middle School

Teaching Reading in Middle School
Available:
Author: Laura Robb
Pages: 318
ISBN: 0590685600
Release: 2000
Editor: Scholastic Inc.

DESCRIPTION OF THE BOOK:

In this resource, you'll get the "big picture" of teaching reading in the middle school, including research, as well as the practical details you need to help every student become a better reader. Veteran teacher Laura Robb shares how to: teach reading strategies across the curriculum; present mini-lessons that deepen students' knowledge of how specific reading strategies work; help kids apply the strategies through guided practice; support struggling readers with a plan of action that improves their reading motivation; helps kids choose books that are at their instructional level; organize a reading-writing workshop, and much more. For use with Grades 5 and Up.

Teaching Reading Comprehension to Students with Learning Difficulties 2 E

Teaching Reading Comprehension to Students with Learning Difficulties  2 E
Available:
Author: Janette K. Klingner,Sharon Vaughn,Alison Boardman
Pages: 226
ISBN: 9781462517374
Release: 2015-01-20
Editor: Guilford Publications

DESCRIPTION OF THE BOOK:

This practitioner resource and course text has given thousands of K-12 teachers evidence-based tools for helping students--particularly those at risk for reading difficulties--understand and acquire new knowledge from text. The authors present a range of scientifically validated instructional techniques and activities, complete with helpful classroom examples and sample lessons. The book describes ways to assess comprehension, build the skills that good readers rely on, and teach students to use multiple comprehension strategies flexibly and effectively. Each chapter features thought-provoking discussion questions. Reproducible lesson plans and graphic organizers can be downloaded and printed in a convenient 8 1/2" x 11" size. New to This Edition *Chapters on content-area literacy, English language learners, and intensive interventions. *Incorporates current research on each component of reading comprehension. *Discusses ways to align instruction with the Common Core State Standards. *Additional instructional activities throughout.

Teaching Reading in Secondary Schools

Teaching Reading in Secondary Schools
Available:
Author: Geoff Dean
Pages: 146
ISBN: 9781853468681
Release: 2005-07
Editor: Routledge

DESCRIPTION OF THE BOOK:

Suitable for students and experienced teachers in secondary classrooms, this text offers a programme of teaching for all pupils in English lessons and through whole-school arrangements for literacy development. The second edition includes new methods of teaching reading, including 'guided reading'.

A Practical Approach to Teaching Reading

A Practical Approach to Teaching Reading
Available:
Author: Dorothy Rubin
Pages: 500
ISBN: UVA:X002335666
Release: 1993
Editor: Allyn & Bacon

DESCRIPTION OF THE BOOK:

A Practical Approach to Teaching Reading, Second Edition presents the knowledge, skills, and strategies that preservice and inservice teachers need to become effective teachers of reading. The emphasis throughout is on having teachers help students become more strategic readers and at the same time instill in students a love of reading. A Practical Approach to Teaching Reading provides teachers with many suggestions, approaches, and strategies that will help them become better interactive teachers and good role models. In this book, various aspects of whole language are integrated with different programs to achieve a modified, eclectic program that is practical. This text also presents two substantive chapters on study skills under the premise that a problem in a content area may actually be due to a lack of reading and study skills. The design, the running glossary, lists of key concepts, numerous scenarios, and graphic summaries make this book a dynamic, interactive learning experience.

Differentiating Instruction for Students With Learning Disabilities

Differentiating Instruction for Students With Learning Disabilities
Available:
Author: William N. Bender
Pages: 199
ISBN: 9781412998598
Release: 2012-09-04
Editor: Corwin Press

DESCRIPTION OF THE BOOK:

In this updated bestseller, Bender draws on the latest brain research and technology to bring a new focus to differentiating instruction in the context of the Common Core.

Vocabulary Handbook

Vocabulary Handbook
Available:
Author: Linda Diamond,Linda Gutlohn
Pages: 221
ISBN: 1557669287
Release: 2006
Editor: Brookes Publishing Company

DESCRIPTION OF THE BOOK:

Part textbook, part practical handbook, this must–have resource from the trusted Consortium on Reading Excellence (CORE) will help every literacy teacher understand key research on vocabulary instruction, put best practices to work in any classroom,

Spelling

Spelling
Available:
Author: Peter Westwood
Pages: 88
ISBN: 9781134019137
Release: 2018-12-07
Editor: Routledge

DESCRIPTION OF THE BOOK:

This book offers clear guidance on a variety of teaching strategies and explanations of why children have problems with spelling.

Handbook of Children s Literacy

Handbook of Children   s Literacy
Available:
Author: Terezinha Nunes,Peter Bryant
Pages: 790
ISBN: 1402016204
Release: 2003-12-31
Editor: Springer Science & Business Media

DESCRIPTION OF THE BOOK:

PETER BRYANT & TEREZINHA NUNES The time that it takes children to learn to read varies greatly between different orthographies, as the chapter by Sprenger-Charolles clearly shows, and so do the difficulties that they encounter in learning about their own orthography. Nevertheless most people, who have the chance to learn to read, do in the end read well enough, even though a large number experience some significant difficulties on the way. Most of them eventually become reasonably efficient spellers too, even though they go on make spelling mistakes (at any rate if they are English speakers) for the rest of their lives. So, the majority of humans plainly does have intellectual resources that are needed for reading and writing, but it does not always find these resources easy to marshal. What are these resources? Do any of them have to be acquired? Do different orthographies make quite different demands on the intellect? Do people differ significantly from each other in the strength and accessibility of these resources? If they do, are these differences an important factor in determining children's success in learning to read and write? These are the main questions that the different chapters in this section on Basic Processes set out to answer.

Teaching Reading in the Secondary Schools

Teaching Reading in the Secondary Schools
Available:
Author: Geoff Dean
Pages: 160
ISBN: 9781136633850
Release: 2013-02-01
Editor: Routledge

DESCRIPTION OF THE BOOK:

Being able to read well is one of the most important literacy requirements in our society. It is fundamental to almost all secondary school subjects and the English programme in particular. The new Key Stage 3 focus on teaching reading compels us to find exciting ways to engage young people with texts that they will continue with and develop themselves. This book outlines several approaches to reading which challenge former classroom practices. It is through these approaches that all students - from reluctant boys to the most able of either gender - can continue to grow as readers and develop their readiness to seek meaning in texts. This second edition adds to the original ideas in Geoff Dean's first book and includes new methods of teaching reading, including "guided reading" and using increased grammatical student knowledge.

Reading More Reading Better

Reading More  Reading Better
Available:
Author: Elfrieda H. Hiebert
Pages: 273
ISBN: 9781606233931
Release: 2009-05-05
Editor: Guilford Press

DESCRIPTION OF THE BOOK:

Teaching students specific literacy skills is important--but equally critical, and often overlooked, is giving them the time and opportunity to read actual texts. Bringing together leading scholars, this book focuses on how teachers can improve both the quality and quantity of reading experiences in K-12 classrooms. Essential topics include factors that make reading tasks more or less productive for different types of learners, ways to balance independent reading with whole-class and small-group instruction, how to choose appropriate texts, and the connections between reading engagement and proficiency. The relevant research literature is reviewed, and exemplary practices and programs are described.

Teaching Reading Comprehension Processes

Teaching Reading Comprehension Processes
Available:
Author: Judith Westphal Irwin
Pages: 218
ISBN: UVA:X004904048
Release: 2007
Editor: Pearson College Division

DESCRIPTION OF THE BOOK:

The Third Edition of Teaching Reading Comprehension Processes is a comprehensive and eclectic book on teaching reading comprehension in the elementary grades. The overarching goal of this text is to encourage critical thinking and to challenge readers to examine preconceived ideas and beliefs about teaching comprehension. This well-researched text is a comprehensive overview of how the relationship among reader, text and situation affects the reading process and why comprehension takes place. The Third Edition explores various and contending schools of thought in reading comprehension research and successfully gives students perspective on the socio-cultural influences on reading comprehension.

Strategy Instruction for Students with Learning Disabilities

Strategy Instruction for Students with Learning Disabilities
Available:
Author: Robert Reid,Torri Ortiz Lienemann,Jessica L. Hagaman
Pages: 308
ISBN: 9781462512201
Release: 2013-09-06
Editor: Guilford Publications

DESCRIPTION OF THE BOOK:

"Practical and accessible, this book provides the first step-by-step guide to cognitive strategy instruction, which has been shown to be one of the most effective instructional techniques for students with learning problems. Presented are proven strategies that students can use to improve their self-regulated learning, study skills, and performance in specific content areas, including written language, reading, and math. Clear directions for teaching the strategies in the elementary or secondary classroom are accompanied by sample lesson plans and many concrete examples. Enhancing the book's hands-on utility are more than 20 reproducible worksheets and forms"--

Word ID

Word ID
Available:
Author: Linda Gutlohn,Frances Bessellieu
Pages: 208
ISBN: 1571288260
Release: 2014-01-02
Editor: Academic Therapy Publications

DESCRIPTION OF THE BOOK:

The texts that secondary students encounter across the disciplines contain a high percentage of multisyllabic words. But many adolescents still struggle withmultisyllabic word identification—a skill that’s critical for reading and understanding complex academic texts. Quickly identify students who would benefit from instruction in multisyllabic word identification with Word ID, a collection of12 discipline-specific formative assessments. For use with students in Grades 6—12, these research-based assessments provide the data teachers need toguide their instructional decisions. Based on the authors’ groundbreaking research that analyzed the morphemes in 4,500 content-area words, Word ID assesses students’ ability to decode complex words within four specific academic areas:English Language Arts, Math, Science, and Social Studies. For each content area, there are three quick and easy assessments for testing the whole class, identifying students who need further assessment, and pinpointing specific areas of concern. A simple and highly effective way to determine which students need extra help with decoding, Word ID is the first step toward helping students master the multisyllabic word reading they’ll need for college and career. Word ID HELPS YOU: Identify students struggling with word identification—a skill that’s often overlooked at the secondary level Assess students within an RTI or other multi-tiered framework Meet CCSS Reading Standards and College and Career Readiness Standards for Adult Education Easily collect and share assessment information with the Student and Class Profile Forms Make instructional decisions based on solid data (includes tools and resources to aid decision-making) Take important steps toward helping students read and understand complex academic texts

Multicultural Education

Multicultural Education
Available:
Author: Patricia G. Ramsey,Edwina Battle Vold,Leslie R. Williams
Pages: 177
ISBN: 0824085582
Release: 1989
Editor: Taylor & Francis

DESCRIPTION OF THE BOOK:

The second edition of this source book contains essays and annotations on a number of issues related to multicultural education. The authors define multicultural education as a process-oriented creation of learning experiences that foster an awareness of, respect for, and enjoyment of the diversity of our society and world. Inherent in this definition of multicultural education is a commitment to create a more just and equitable society for all people. This book, then, offers suggestions relevant to the teaching of all children, all teaching and curricular decisions, and every aspect of educational policy.

Teaching Our Children to Read

Teaching Our Children to Read
Available:
Author: Bill Honig
Pages: 176
ISBN: 9781629140094
Release: 2014-05-06
Editor: Simon and Schuster

DESCRIPTION OF THE BOOK:

Studies of effective teaching practices have continued to validate the need for explicit and systematic instruction in basic reading skills, and Bill Honig uses this research to shed new light on an old problem—how to help all students become fluent readers. Teaching Our Children to Read grows out of the experiences of scores of dedicated teachers and their success in the classroom. This book explores current research from the leading experts in the field, and presents new instructional strategies that bring all students to higher levels of literacy. Highlights from Teaching Our Children to Read include: • Phonics instruction and fluency • Connected practice with decodable text • Multisyllabic word instruction • Spelling, vocabulary, and concept development • Strategic reading, book discussions, and text organization • Literacy benchmarks, assessment, and intervention This is an essential resource for educators, administrators, policymakers, and parents concerned about how to successfully teach our children to read. Teaching Our Children to Read points the way to implementing the best research-based practices in adopting reading materials, training teachers, and providing the necessary school leadership.

Instructional Practices for Students with Behavioral Disorders

Instructional Practices for Students with Behavioral Disorders
Available:
Author: J. Ron Nelson,Gregory J. Benner,Paul Mooney
Pages: 189
ISBN: 9781462515066
Release: 2013-12-09
Editor: Guilford Publications

DESCRIPTION OF THE BOOK:

Presenting a broad range of instructional programs and practices that are proven effective for students with behavioral disorders, this is the first resource of its kind for K–3 teachers and special educators. Described are clear-cut strategies for promoting mastery and fluency in early reading, writing, and math, while tailoring instruction to each student's needs. Grounded in a three-tiered response-to-intervention framework that facilitates data-based assessment, decision making, and progress monitoring, the book includes helpful examples and reproducibles. A special chapter outlines instructional management procedures for enhancing student engagement and promoting positive behavior.

Fostering the Love of Reading

Fostering the Love of Reading
Available:
Author: International Reading Association, Newark, DE.,Eugene H. Cramer,Marietta Castle
Pages: 277
ISBN: UOM:49015002260611
Release: 1994
Editor: Newark, Del., USA : International Reading Association

DESCRIPTION OF THE BOOK:

Representing current thinking about a wide range of issues related to reading motivation, this book offers a look at how to create classroom cultures that foster in students the love of reading. The book is about teachers and the critical role they play in helping children develop into motivated, active, engaged readers who read both for pleasure and information because they find it to be personally satisfying and rewarding. After an introduction ("Developing Lifelong Readers" by Eugene H. Cramer and Marrietta Castle), chapters in the book are: (1) "Reading and Society: Lessons from the World Out There" (Lloyd W. Kline); (2) "Toward a Model of Reading Attitude Acquisition" (Michael C. McKenna); (3) "The Insatiable Appetite" (Victor Nell); (4) "Who Reads What and When?" (Peter J. L. Fisher); (5) "How Teacher Attitudes Influence Reading Achievement" (Edward J. Dwyer and Evelyn E. Dwyer); (6) "A Portrait of Parents of Successful Readers" (Dixie Lee Spiegel); (7) "Promoting the Reading Habit: Considerations and Strategies" (Jerry L. Johns and Peggy VanLeirsburg); (8) "Literature and the Visual Arts: Natural Motivations for Literacy" (Richard Sinatra); (9) "Instilling a Love of Words in Children" (Nancy Lee Cecil); (10) "Connecting in the Classroom: Ideas from Teachers" (Eugene H. Cramer); (11) "Helping Children Choose Books" (Marietta Castle); (12) "Values, Agendas, and Preferences in Children's and Young Adult Literature" (June D. Knafle); (13) "Response to Literature: Models for New Teachers" (Camille L. Z. Blachowicz and Cathryn A. Wimett); (14) "Affect Versus Skills; Choices for Teachers" (Betty S. Heathington); (15) "Coordinating Teacher Read-Alouds with Content Instruction in Secondary Classrooms" (Judy S. Richardson); (16) "Writing Novels for Discouraged Readers...and Why We Must" (Irene Schultz); and (17) "Educating Teachers Affectively: Client-Centered Staff Development" (Cara L. Garcia). An epilogue ("The Need for Affective Literates" by Larry Mikulecky), concludes the book. Contains 93 references. (RS)