Elementary Reading Methods - Couverture rigide

GRAVES

Couverture rigide

ISBN 10 : 0205263674 ISBN 13 : 9780205263677

Editeur : Pearson Education (US), 1997

Synopsis

Book by Graves Michael F Juel Connie Graves Bonnie B

A propos du livre

Quatrième de couverture :

The Third Edition of Teaching Reading in the 21st Century Continues to Garner Praise:

“Teaching Reading in the 21st Century is outstanding in its comprehensive coverage of the theoretical foundations and research base underlying good practices in reading instruction, and its fair and even-minded treatment of controversial topics. ”
Professor Ian A.E. Wilkinson, The Ohio State University

“The chapters of Teaching Reading in the 21st Century conclude with excellent Extending Learning activities. The text is written at a good level for my students. The authors 'voice' makes the text extremely readable and friendly. ”
Professor Barbara C. Palmer, Florida State University

“ Teaching Reading in the 21st Century is definitely written with the student in mind. Students can focus clearly on the concepts without getting 'bogged down' by overly complex sentence structure and vocabulary. ”
Professor Nina L. Rynberg, Lake Superior State University

New to This Edition:

• New “Strategies for the Classroom” features provide prospective teachers with practical, ready-to-use activities and sample lessons for teaching critical concepts.
• Easily accessible information in the margins important to English Language Learners, technology links that reinforce literacy, and assessment strategies.
• A New Assessments and Lesson Plans Booklet contains ready-to-use assessment instruments and lesson plans—packaged for free!

Your Authors

Michael F. Graves is Professor of Literacy Education and the Guy Bond Fellow in Reading at the University of Minnesota. He received his PhD in Education from Stanford University and his BA and MA in English from California State University at Long Beach. Prior to receiving his PhD, he taught English and reading at the junior and senior high school level in Long Beach and Fountain Valley, California. His research interests and areas of expertise include vocabulary development, comprehension instruction, and strategy instruction. He is the author of numerous articles and books on reading, including A Word Is a Word, Scaffolding Reading Experiences, Scaffolding Reading Experiences for English Language Learners, Reading and Learning in Content Areas, and The First R: Every Child's Right to Read. He has also served as editor of The Journal of Reading Behavior and as associate editor of Research in the Teaching of English.

Connie Juel is Professor of Education and Director of the Jeanne Chall Reading Lab in the Graduate School of Education at Harvard University. She received her PhD in Educational Psychology, her MA in Curriculum and Instruction, and her BA in Spanish from Stanford University. Prior to receiving her PhD, she taught at the primary grade level in Redwood City, California. Her research centers on literacy acquisition. She conducts longitudinal research designed to test models of literacy development which take into account both children's cognitive profiles and classroom instruction. She is the author of numerous articles and books, including Learning to Read and Write in One Elementary School, which details one of her well-known longitudinal studies of early reading. She has served as associate editor of Reading Research Quarterly, received the Oscar Causey Research Award from the National Reading Conference, and is a member of the International Reading Association's Reading Hall of Fame.

Bonnie Graves is a full-time education writer and author of thirteen children's books. She received her BA in English and Elementary Education at California State University at Long Beach, and has taken advanced work at the University of Minnesota. A former elementary school teacher, she has taught in second through seventh-grade classrooms in California, Colorado, and Minnesota and is the author of a host of educational materials, books, and articles on teaching reading. Her major area of expertise is in making literature enticing and accessible to beginning and middle-grade readers. Since the publication of her first children's book, The Best, Worst Day, in 1996, Graves has spoken about her work and the craft of writing to educators and to groups of children around the country. Her most recent children's books are Taking Care of Trouble, and California Condor: Flying Free.

Quatrième de couverture :

Teaching Reading in the 21st Century (with Assessments and Lesson Plans Booklet), 4/e

 

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

À propos de cette édition

• Éditeur: Pearson Education (US)
• Date d'édition: 1997
• ISBN 10: 0205263674
• ISBN 13: 9780205263677
• Reliure: Relié
• Nombre de pages: 588