Teach Decoding: Why and How

Eldredge, J. Lloyd; Bader, Lois A.

ISBN 10: 0131176854 / ISBN 13: 9780131176850

Published by Pearson, 2004

About this Item

Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less 1. Seller Inventory # G0131176854I3N00

Bibliographic Details

Title: Teach Decoding: Why and How

Publisher: Pearson

Publication Date: 2004

Binding: Paperback

Condition: Good

Dust Jacket Condition: No Jacket

Edition: 2nd Edition

About this title

Synopsis:

For Elementary Language Arts Methods and Language Development courses; a supplement to Reading Methods texts.

This practical text shows how to incorporate critical lessons in decoding into a balanced, comprehensive literacy program. With its major focus on the importance of phonemic awareness, phonics knowledge, and decoding, this text addresses all aspects of decoding in depth, explores numerous formal and informal decoding strategies, and compares the strengths and weaknesses of each decoding technique for word recognition, analogy, context, phonics, and morphemic analysis.

About the Author:

J. Lloyd Eldredge is a professor in the College of Education at Brigham Young University. He teaches both graduate and undergraduate literacy courses. Dr. Eldredge is a former elementary school teacher, school principal, and school superintendent. He has also served as the Utah Director of Chapter I, the Utah Director of Early Childhood Education, and the Utah Director of Elementary Education.

His interests are in literacy education and motivation. He was one of the first educators to implement and research "whole language" practices in the public schools. The editors of The Reading Teacher acknowledge his article on "alternatives to traditional reading instruction" as the first "whole language" article published in that journal. However, his work has been focused on keeping literacy instruction balanced so children can both learn about the written language and use it in meaningful ways. During the past 21 years he has focused his research on phonemic awareness, a reconceptualization of decoding instruction in the early years of schooling, holistic teaching practices, oral reading, fluency, and the effects of various forms of "assisted reading" strategies (dyad reading, group assisted reading, and taped assisted reading) on young and "at-risk" readers. His work has been published in many journals, including Journal of Educational Research, Reading Research and Instruction, Journal of Reading, The Reading Teacher, and Reading Research Quarterly.