Teaching Children To Read And Write: Becoming An Effective Literacy Teacher, 3rd
Language: English
Published by Allyn & Bacon, Boston, MA, 2002
- Hardcover
- New
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Condition: New
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Book is New, Excellent condition. Multiple copies available this title. Quantity Available: 3. ISBN: 0205325327. ISBN/EAN: 9780205325320. Pictures of this item not already displayed here available upon request. Inventory No: 1560796108.
Seller Inventory # 1560796108
- Title
- Teaching Children To Read And Write: Becoming An Effective Literacy Teacher, 3rd
- Author
- Ruddell, Robert B.
- Publisher
- Allyn & Bacon, Boston, MA
- Publication year
- 2002
- Condition
- New
- Binding
- Hardcover
- Language
- English
- ISBN 10
- 0205325327
- ISBN 13
- 9780205325320
- Edition
- 3rd Edition.
This third edition focuses on helping the preservice teacher become an “Effective and Influential Reading Teacher,” one whom students remember years later as a special teacher and person.
The ideas and teaching strategies in this text are clearly developed to actively involve preservice teachers in understanding and thinking about children's reading and writing development. Information is derived from the latest theory and research on reading and language development. Central to this text is the real world classroom; thus, theory and research are applied to literacy teaching through examples, instructional strategies, and illustrations ― all intended to guide and support readers toward the goal of becoming an effective and influential literacy teacher.
"Synopsis" may belong to another edition of this title.
From the Back Cover
The Fourth Edition of Teaching Children to Read and Write takes an evidence-based approach to the theories and methods needed to become an effective literacy teacher.
What do literacy professors love about this book?
“The addition of evidence-based strategies is crucial. Pre-service teachers need to see a direct connection between strategies that they are learning and the evidence that is behind the strategies. The adaptations for struggling and delayed readers are a strong addition to the fourth edition. . . . Ruddell gives strong examples of possible differentiation strategies.”
Roxanne Sorrick, Hiram College
“I welcome the inclusion of ‘adaptation of strategies for delayed readers’ for each of the instructional strategies. It is an excellent idea to include ‘Evidence-Based Practice’ throughout the chapters to point out and explain the research that supports the use of certain instructional strategies or assessment tools. Including the IRA Professional Standards at the end of each chapter is an excellent idea.”
Anna Chee, California State University—Los Angeles
“Professional Standards feature is clearly connected to what we outline on our course syllabus for the state and national standards. I appreciate the updated research references! I welcome the changes set forth in the revision—the updated terms, visual cues, delayed readers sections, and overall updates.”
Martha M. Decker, Morehead State University
What's New in the Fourth Edition?
- Research and Evidence-Based Practice feature provides information on the most up-to-date studies and results in literacy education.
- Evidence-Based Practice icons throughout the text denote strategies with proven effectiveness.
- Delayed Reader Adaptations offer specific strategies for use with students whose literacy progress is delayed, including English language learners.
- Professional Standards feature at the conclusion of each chapter describes the International Reading Association Professional Standards relevant to that chapter.
"About the title" may belong to another edition of this title.
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