Teaching Children to Read and Write, Becoming an Influential Teacher

Ruddell, Robert B. & Ruddell, Martha Rapp,

ISBN 10: 0205137881 / ISBN 13: 9780205137886

Edité par Allyn and Bacon, Inc. a Simon & Schuster Comapny/Needham Heights, Massachusetts 1995, 1995

A propos de cet article

hard cover, back hinge is broken, 725 pages plus index, 7 3/4 x 9 5/8 inches, 1999 printing, very good book condition, no dust jacket, non-fiction,

N° de réf. du vendeur M0949

Détails bibliographiques

• Titre: Teaching Children to Read and Write, Becoming an Influential Teacher
• Éditeur: Allyn and Bacon, Inc. a Simon & Schuster Comapny/Needham Heights, Massachusetts 1995
• Date de parution: 1995
• Langue: anglais
• ISBN à 10 chiffres: 0205137881
• ISBN à 13 chiffres: 9780205137886
• Reliure: Couverture rigide
• Édition: 2ème Édition

A propos de ce titre

Synopsis

The ideas and teaching strategies presented in this book are clearly developed to actively involve 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 the book is the real world classroom, thus theory and research are applied to literacy teaching through examples, strategies, and illustrations. Topics include: becoming an influential teachers, understanding the writing and reading process, building vocabulary and comprehension connections, using literature and reader response, and more.

Quatrième de couverture

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.