Reading Instruction That Works

Reading instruction. See also Elementary reading instruction; Instruction claims regarding, 445–449 concept-oriented reading instruction (CORI) and, 404–407 into the middle school and high school years, 444–445 overview, 453–455 studies ...

Reading Instruction That Works

"This widely adopted text and K-8 practitioner resource demonstrates how successful literacy teachers combine explicit skills instruction with an emphasis on reading for meaning. Distinguished researcher Richard L. Allington builds on the late Michael Pressley's work to explain the theories and findings that guide balanced teaching and illustrate what exemplary lessons look like in action. Detailed examples offer a window into highly motivating classrooms around the country. Comprehensive in scope, the book discusses specific ways to build word recognition, fluency, vocabulary, and comprehension, especially for readers who are struggling. New to This Edition *Updated throughout to reflect important recent research advances. *Chapter summing up the past century's reading debates and the growing acceptance of balanced teaching. *New and revised vignettes of exemplary teachers. Subject Areas/Key Words: balanced instruction, classrooms, comprehension, decoding, elementary reading methods, engagement, exemplary teachers, explicit instruction, fluency, literacy, meaning, motivation, primary grades, reading instruction, skills, strategies, struggling readers, teaching, vocabulary, whole language, word recognition Audience: Teacher educators and graduate students; reading and literacy specialists; K-8 classroom teachers. Serves as a text in such courses as Reading Methods, Elementary Literacy Instruction, Reading Diagnosis and Instruction, and Psychology of Reading. "--

More Books:

Reading Instruction That Works
Language: en
Pages: 487
Authors: Michael Pressley, Richard L. Allington
Categories: Language Arts & Disciplines
Type: BOOK - Published: 2014-10-03 - Publisher: Guilford Publications

"This widely adopted text and K-8 practitioner resource demonstrates how successful literacy teachers combine explicit skills instruction with an emphasis on reading for meaning. Distinguished researcher Richard L. Allington builds on the late Michael Pressley's work to explain the theories and findings that guide balanced teaching and illustrate what exemplary
ESL (ELL) Literacy Instruction
Language: en
Pages: 312
Authors: Lee Gunderson
Categories: Education
Type: BOOK - Published: 2008-08-01 - Publisher: Routledge

This comprehensive text applies research to practice, providing both ESL and mainstream teachers with the background and expertise necessary to plan and implement reading programs that match the particular needs and abilities of their students from kindergarten through adult levels.
Handbook of Effective Literacy Instruction
Language: en
Pages: 625
Authors: Barbara M. Taylor, Nell K. Duke
Categories: Language Arts & Disciplines
Type: BOOK - Published: 2014-07-21 - Publisher: Guilford Publications

"The intent of this handbook is to provide a comprehensive, forward-looking, research-based resource for teachers, teacher-educators, and researchers on the key, inter-connected components of effective literacy instruction. The book is designed so that it is a readily useable resource for pre-service and practicing teachers as well. Every chapter in sections
How to Teach Balanced Reading and Writing
Language: en
Pages: 267
Authors: Bonnie Burns
Categories: Education
Type: BOOK - Published: 2006-05-16 - Publisher: Corwin Press

Presenting best practices in an easy-to-use format, literacy expert Bonnie Burns provides practical, research-based strategies for all aspects of literacy education.
Shaping Literacy Achievement
Language: en
Pages: 258
Authors: Michael Pressley, Alison K. Billman, Kristen H. Perry, Kelly E. Reffitt, Julia Moorhead Reynolds
Categories: Language Arts & Disciplines
Type: BOOK - Published: 2015-09-08 - Publisher: Guilford Publications

In the era of No Child Left Behind, what literacy research is still needed? How should it be conducted? And what role does research play in determining the kinds of literacy experiences that actually take place in classrooms? This forward-thinking book brings together leading authorities to address these vital and