Teaching Reading in the 21st Century

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9780137070725: Teaching Reading in the 21st Century

Informed by the latest research on topics ranging from phonemic awareness and phonics to teaching comprehension strategies, motivation, and assessment, this text provides the knowledge base, skills, and research-based strategies that you need to guide K-8 students successfully toward literacy for the 21st century—using reading and writing for thinking, problem solving, and communicating. Principal themes include balancing phonemic skills with more holistic approaches; fostering the love of reading; and successfully teaching all students to become able and eager readers.

 

  • Motivating Struggling Readers features provide real-life examples of research-based strategies in action that help make reading exciting for all learners.
  • Motivating Children with Technology features provide access to technological resources related to chapter concepts and explain why a technology-based approach can sometimes be more motivating for students than a traditional approach.
  • Differentiating Instruction for English Language Learners features provide guidance on how to successfully teach English language learners in a classroom of native speakers.

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From the Back Cover:

The fifth edition ofTeaching Reading in the 21st Century: Motivating All Learners maintains the friendly voice of its outstanding author team and its superior coverage of motivation and assessment. The book upholds its commitment to a rich, balanced, and comprehensive program of reading instruction.

 

The fifth edition includes:

  • Superior coverage of motivation
    • New! Motivating Struggling Readers features provide real-life examples of research-based strategies in action that help make reading exciting for all learners.
    • New! Motivating Children with Technology features provide access to technological resources related to chapter concepts and explain why a technology-based approach can sometimes be more motivating for students than a traditional approach.
  • Increased coverage of classroom diversity
    • A New Chapter on the differentiation of instruction and the use of intervention programs for struggling readers. The chapter will introduce the reader to Response to Intervention a new initiative for preventing reading programs and identifying special education students.
    • New! Differentiating Instruction for English Language Learners features provide guidance on how to successfully teach English language learners in a classroom of native speakers.
    • Strengths and Challenges of Diversity sections provide guidance on how to modify instruction to reach all students.
  • Additional coverage of classroom application
    • Classroom Assessment has been moved forward, reflecting the importance of assessment to all other topics in literacy. This chapter includes additional information on how to assess emergent literacy and perform an informal reading inventory (see Chapter 4).
    • In the Classroom features offer a wealth of tips and lessons that can be transferred directly to the classroom.
    • New! Classroom applications are not limited to the text. Accompanying the book is an exciting new online resource, MyEducationLab, that is integrated into the text via margin notes and provides readers with opportunities to apply the core principles and strategies of the text while building their teaching skills.
      To order this text WITH MyEducationLab, use either ISBN:
      ISBN-10: 0131381482
      ISBN-13: 9780131381483
      To order this text WITHOUT MyEducationLab, use either ISBN:
      ISBN-10: 0132092255
      ISBN-13: 9780132092258

About the Author:

Michael F. Graves is Professor of Literacy Education, Emeritus at the University of Minnesota and a member of the IRA Reading Hall of Fame. Mike taught in the upper grades, and his research and writing focus on such matters as vocabulary, comprehension, and higher-order thinking. His current major research efforts are with IES-funded research and development projects on teaching a basic vocabulary and on teaching word-learning strategies.

 

Connie Juel is Professor of Education at Stanford University and a member of the IRA Reading Hall of Fame. Connie taught in the primary grades, and her research and writing focus on such matters as phonemic awareness, phonics, and word study. Her current research centers on the effects of early elementary school instruction and specific interventions on literacy and language growth.

 

Bonnie B. Graves is a full-time education writer and the author of 15 books for children. Bonnie taught in third and fourth grades, and her major interests are making literature enticing and accessible to beginning and middle-grades learners. In addition to writing, Bonnie currently spends time working with children, teachers, and other educators on children’s writing.

 

Peter Dewitz is an educational consultant and researcher. He has worked with districts across the country to improve reading achievement and brings this real world experience to Teaching Reading in the 21st Century. He has been a professor at the University of Virginia and the University of Toledo where he taught courses on reading comprehension and reading disorders. He writes and researches about comprehension instruction and most recently on the process of evaluating, selecting and using core reading programs.

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