Finding the Right Texts
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Editorial Reviews
Review
"Finding the Right Texts marks a watershed in early reading instruction. Over the past few years, our collective scholarship has restored text to its rightful--and central--role as a major factor in explaining both success and failure in learning to read, particularly for those students who depend on schools to learn to read. Read this wonderful volume, and you'll never look at a text the same way again."--P. David Pearson, PhD, Graduate School of Education, University of California, Berkeley
"Wow! This is truly a masterful collection from a 'dream team' of researchers. Instructors can use this book to teach preservice teachers and graduate students how to evaluate core reading programs. Curriculum directors, administrators, and classroom teachers will find guidelines for selecting well-designed programs that will bring about results for all students. The essential guidelines in these pages could also help publishers develop better texts for beginning or struggling readers."--Lynette Block, MEd, Nebraska Reading First Director, Nebraska Department of Education
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"Anyone who works with teachers to improve reading instruction will be hungry for this book. The very well-respected editors and contributors give us research-based answers to the question of why texts are often so hard for students to read. They provide well-articulated remedies that will benefit all students, especially English language learners and at-risk readers. This book is substantive, engaging, and a delight to read and ponder. It gives professional development providers, coaches, reading specialists, and teacher educators important knowledge for helping teachers plan the best instruction they can with the materials available to them."--Kathy Harris, Regional Director, California Reading and Literature Project, Sonoma/North Coast Region
"This book could become a classic. It provides clear information on what makes texts difficult for students and what teachers can do about it."--Richard L. Allington, PhD, Department of Theory and Practice in Teacher Education, University of Tennessee
"An educator and librarian’s best friend on the subject of novice readers--Wisconsin Bookwatch
"Recommended. All readership levels."--Choice Reviews
Product Description
Until now, no single volume has comprehensively examined the crucial question of how to select the most appropriate reading material for beginning or struggling readers. From leading authorities, this book meets an important need by reviewing the best available research on the role of specific text features—including linguistic and conceptual content—in supporting the development of proficient reading. Also explored are ways that teacher scaffolding can help students who have difficulties with particular aspects or types of texts. The book considers approaches to adapting the design and selection of texts to reinforce reading skills and provide well-paced challenges for K–6 students at a variety of ability levels.
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Inside This Book
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Key Phrases - Statistically Improbable Phrases (SIPs):
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decodable text, instructional reading level, reading today, orthographic learning, rime neighborhoods, elaborative text, unmodified text, beginning reading texts, core reading programs, decodable words, ginning readers, leveled texts, basal reading programs, struggling readers, word zones, informational texts, anaphoric referents, reader factors, adapting texts, text modification, text difficulty, beginning reading programs, predictable text, orthographic knowledge, basal programs Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Reading Research Quarterly, Journal of Educational Psychology, South Africa, Guilford Press, International Reading Association, The Reading Teacher, Open Court, Scientific Studies of Reading, Text-Reader Matching, Repetition of Words, Scott Foresman, United States, Teaching Adolescents Who Struggle, Right Texts, Journal of Experimental Child Psychology, Texas Education Agency, Hands-On Science, Reading Study Group, Journal of Literacy Research, Love Zeig, National Reading Conference, Journal of Learning Disabilities, Brookline Books, Reading First Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
decodable text, instructional reading level, reading today, orthographic learning, rime neighborhoods, elaborative text, unmodified text, beginning reading texts, core reading programs, decodable words, ginning readers, leveled texts, basal reading programs, struggling readers, word zones, informational texts, anaphoric referents, reader factors, adapting texts, text modification, text difficulty, beginning reading programs, predictable text, orthographic knowledge, basal programs Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Reading Research Quarterly, Journal of Educational Psychology, South Africa, Guilford Press, International Reading Association, The Reading Teacher, Open Court, Scientific Studies of Reading, Text-Reader Matching, Repetition of Words, Scott Foresman, United States, Teaching Adolescents Who Struggle, Right Texts, Journal of Experimental Child Psychology, Texas Education Agency, Hands-On Science, Reading Study Group, Journal of Literacy Research, Love Zeig, National Reading Conference, Journal of Learning Disabilities, Brookline Books, Reading First Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
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