Teaching Reading in the 21st Century (Book Alone) - Hardcover

Graves, Michael F.; Juel, Connie F; Graves, Bonnie B.

3.64

73 ratings by Goodreads

9780205325139: Teaching Reading in the 21st Century (Book Alone)

Hardcover

ISBN 10: 0205325130 ISBN 13: 9780205325139

Publisher: Pearson, 2000

View all copies of this ISBN edition:

"Expanding the book's critical literacy theme, this edition emphasizes a full, balanced range of knowledge and skills for teaching reading to all learners." Informed by the latest research on topics ranging from phonemic awareness and phonics to reader response and teaching for understanding, the book gives teachers the knowledge and skills to successfully guide elementary students toward critical literacy - the use of reading and writing to think clearly, solve problems, and communicate effectively. The content is rich in first-person accounts, classroom vignettes, and hands-on literacy activities. Some principal themes include: balancing skills instruction and more holistic approaches; fostering the love of reading; using reader response theory to enhance reading instruction; and successfully teaching all students to become able and eager readers." For teachers of elementary reading methods.

"synopsis" may belong to another edition of this title.

From the Back Cover:

About the Fourth Edition:

With new chapters on fluency and motivation, the Fourth Edition of Teaching Reading in the 21st Century maintains the friendly voice of its widely recognized author team and its superior coverage of assessment for learning, and strengthens its commitment to a rich, balanced, and comprehensive program of reading instruction. Always practical, this edition is even richer in first-person accounts, instructional routines, classroom vignettes, and hands-on literacy activities.

One reviewer sums it up:

In a perfect number of chapters for a typical college semester, Graves et al. carefully cover such incredibly important concepts as the complex, recursive nature of reading and writing, the special considerations... for English language learners, and the intricacies of grouping learners. Countless professors will appreciate the ways in which the authors highlight and consistently interweave such vital notions as metacognition, scaffolding, the gradual release of responsibility model, and reciprocal teaching. Perhaps my favorite part of the text is that there is not just one, but two excellent chapters on comprehension.

Christine Woodcock, Massachusetts College of Liberal Arts

What is New of the Fourth Edition?

A new full-color design and increased trim size make this already-friendly book even friendlier.
A complete new chapter on Motivation and Engagement (Ch. 3)
A complete new chapter on Fluency (Ch. 6)
New and Revised In the Classroom/ Instructional Routines features in every chapter
An Expanded Assessment Strategies and Lesson Plans Booklet―free with every new student text

About the Author:

Michael F. Graves is a former high school English teacher, a Professor Emeritus of Literacy Education at the University of Minnesota, and a member of the Reading Hall of Fame. Michael has authored and coauthored over a dozen books on vocabulary learning and instruction and on comprehension instruction. His recent books include Teaching Vocabulary to English-Language Learners, Fostering Comprehension in English Classes, and Reading and Responding in the Middle Grades.

Francine Johnston, EdD, is Assistant Professor of Curriculum and Instruction at the University of North Carolina at Greensboro, where she teaches courses in reading, language arts, and children's literature. Tutoring is a key part of her curriculum, as she believes that there is no better way to help preservice teachers learn how to teach beginning readers.
Marcia Invernizzi, PhD, is Associate Professor of Reading Education at the Curry School of Education, University of Virginia, where she also serves as Clinical Director of the McGuffey Reading Center. With Connie Juel, she cofounded the Book Buddies community volunteer tutorial program, which has served over 700 children since 1992. Dr. Invernizzi's research on the effectiveness of Book Buddies has been published in "The Reading Teacher "and "Scientific Studies of Reading,"
Connie Juel, PhD, is the Thomas G. Jewell Professor of Education at the Curry School of Education, University of Virginia, where she also serves as the Director of Studies in Learning to Read. She is codirector of the Center for the Improvement of Early Reading Achievement and a former Associate Editor of "Reading Research Quarterly," Cofounder with Marcia Invernizzi of the Book Buddies tutorial program, Dr. Juel has published numerous research articles, chapters, and books on literacy acquisition.

"About this title" may belong to another edition of this title.