Creating Literacy Instruction for All Students (Book Alone) (5th Edition)

Gunning, Thomas G.

ISBN 10: 0205410367 / ISBN 13: 9780205410361

Edité par Allyn & Bacon, 2004

A propos de cet article

The book is in good condition with all pages and cover intact, including the dust jacket if originally issued. The spine may show light wear. Pages may contain some notes or highlighting, and there might be a "From the library of" label. Boxed set packaging, shrink wrap, or included media like CDs may be missing.

N° de réf. du vendeur BSM.S24H

Détails bibliographiques

• Titre: Creating Literacy Instruction for All Students (Book Alone) (5th Edition)
• Éditeur: Allyn & Bacon
• Date de parution: 2004
• Langue: anglais
• ISBN à 10 chiffres: 0205410367
• ISBN à 13 chiffres: 9780205410361
• Reliure: Couverture rigide
• Édition: 5ème Édition
• État de l'article: good

A propos de ce titre

Synopsis

Written by distinguished author, Tom Gunning, the Fifth Edition features sample lessons for virtually every major literacy skill/strategy and offers numerous reinforcement suggestions and generous listings of materials. With its careful balance between the theory and the practice, readers are always given the theories behind the methods, encouraging them to choose, adapt, and construct their own approaches as they create a balanced program of literacy instruction. Special emphasis has been given to adapting instruction for English language learners, struggling readers and writers and special needs students throughout the book. Unlike comparable texts, the new edition stresses effective steps for closing the gap between achieving and struggling readers as mandated by the No Child Left Behind legislation and Reading First.

Quatrième de couverture

With its sweeping, inclusive view of literacy, Creating Literacy Instruction for All Students emphasizes methods that have been validated by research and practice while delivering the basics of all major aspects of reading and writing. Unlike comparable texts, the Fifth edition stresses effective steps for closing the gap between achieving and struggling readers as mandated by the No Child Left Behind legislation and Reading First. In addition, special emphasis has been given to adapting instruction for English language learners, struggling readers and writers and special needs students throughout the book.

Take a Peek Inside the Fifth Edition

• The chapter on diversity has been thoroughly revised to focus on ESL methods and the relationship between first- and second-language literacy.
• Increased emphasis on fluency in Chapter 4.
• Case Studies provide even more real life examples of teaching techniques and procedures for teachers, and learning strategies for students.
• IRA Positions on Issues focus on the specific relevance to each chapter of statements from the International Reading Association.
• Tools for the Classroom reorganizes features from the 4th edition to sharpen the focus on their immediate usefulness to teachers.
  • Action Plan provides steps for applying the key concepts in each chapter, serving as both an additional summary of the chapter and a call to action.
  • Help for Struggling Readers and Writers.
  • Essential Standards.
• Checkup! Boxes provide opportunities for reflection, self-evaluation, and in some cases, solid preparation for PRAXIS and other licensure tests.

Reviewer Buzz

“I can hardly wait to teach from this text. It is so well written and organized that it will be a pleasure to use.”
Dr. Sharon Y. Cowan, East Central University

“The side notes, boldface vocabulary, and Summary sections are very useful for students who will need a quick way to review for Praxis tests after the course is over.”
Professor Donna Topping, Millersville University

“The content in the Evaluation chapter is extremely comprehensive; including the standards movement and high stakes testing, placement materials (IRI, running records), norm and criterion referenced tests, portfolios, etc.”
Professor Patricia Shaw, University of Wisconsin Whitewater

Meet the Author

Thomas G. Gunning has taught courses in methods of teaching reading and writing for 20 years and was the director of the Reading Clinic at Southern Connecticut State University. Before that, as a secondary English teacher, secondary reading specialist, and an elementary school reading consultant, he worked extensively with achieving and struggling readers. He now teaches a variety of reading methods courses at Central Connecticut State University. Dr. Gunning is a well-known and highly regarded textbook author, having written and revised such titles as Assessing and Correcting Reading and Writing Difficulties (2002) and Building Literacy in the Content Areas (2003).