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Learning to Read: Lessons from Exemplary First-Grade Classrooms Paperback – April 2, 2001

ISBN-13: 978-1572306493 ISBN-10: 1572306491 Edition: 1st

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Learning to Read: Lessons from Exemplary First-Grade Classrooms + Reading to Learn: Lessons from Exemplary Fourth-Grade Classrooms + What Really Matters for Struggling Readers: Designing Research-Based Programs (3rd Edition) (What Really Matters Series)
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Product Details

  • Series: Solving Problems in the Teaching of Literacy
  • Paperback: 242 pages
  • Publisher: The Guilford Press; 1 edition (April 2, 2001)
  • Language: English
  • ISBN-10: 1572306491
  • ISBN-13: 978-1572306493
  • Product Dimensions: 6 x 0.6 x 9 inches
  • Shipping Weight: 8.8 ounces (View shipping rates and policies)
  • Average Customer Review: 3.0 out of 5 stars  See all reviews (2 customer reviews)
  • Amazon Best Sellers Rank: #655,856 in Books (See Top 100 in Books)

Editorial Reviews

Review

"A unique contribution to the field, and a real treat to read. I will use this book as a reference for lecture material as well as for assigned readings for graduate students. It is extremely valuable to take educators into the classrooms of these exemplary teachers." --Diane H. Tracey, EdD, Kean University

"Reading this book, I found myself reviewing my years of teaching first grade and wondering how much better my teaching could have been if I had had this information. The authors do a good job of summarizing their findings in a fair and objective manner and recounting some wonderful individual stories. We learn best from actual examples from the classroom rather than theory alone--there is nothing like real life to add credibility. As I work with schools doing inservice training, this book would be the one I would recommend for all K-12 teachers." --Brenda Sabey, PhD, Dixie State College

"A clear, engaging book offering a nice mix of research and practice. I found myself jotting notes with ideas the authors generated, as well as rereading many passages to savor, reconsider, and connect to my own classroom. I particularly enjoyed the case studies and the concluding reflections, which provide powerful food for thought. I would love to share this book with other teachers, particularly the new teachers that I mentor. I believe it will motivate, enthuse, and provide a basis for daily practice." --Pat Clark, MS, First Grade Teacher, Alden Terrace School, Elmont UFSD, New York

About the Author

Michael Pressley, PhD, was University Distinguished Professor, Director of the Doctoral Program in Teacher Education, and Director of the Literacy Achievement Research Center at Michigan State University.

Richard L. Allington, PhD, is the Irving and Rose Fien Professor of Education at the University of Florida, where he continues the study of exemplary elementary teaching.

Ruth Wharton-McDonald, PhD, is currently Assistant Professor in the Department of Education at the University of New Hampshire. Dr. Wharton-McDonald's research interests focus on the school literacy experiences of young children. She has collaborated with several of the other authors in this book on studies of exemplary teachers and their students. She is currently involved in a study of first graders' perspectives on schooling.

Cathy Collins Block, PhD, is Professor of Education at Texas Christian University. She has directed eight nationally funded research projects related to comprehension instruction, teaching comprehension, teacher education, and professional development.

Lesley Mandel Morrow, PhD, is Professor in the Department of Learning and Teaching, Graduate School of Education, Rutgers, The State University of New Jersey.

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Most Helpful Customer Reviews

1 of 7 people found the following review helpful By Read Teach on February 11, 2009
Format: Paperback
This book was sent just the way it was said to be. The shipping was a bit slow, but it did make it by the final day that was alotted.
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4 of 21 people found the following review helpful By Hope on April 17, 2009
Format: Paperback
It is interesting that Allington would refer to lessons from exemplary first-grade classrooms. I heard him speak and the man said "9 out of 10 first grade teachers are useless." This man was so offensive and disrespectful. It is apparent that his work comes from a place of deep bitterness, not a real desire to help teachers, help students. He is more concerned with being heard as to his own bitter opinions. I do not suggest any educator read his work. Surely there are many superior educators that have published and deserve your time...NOT Allington. Try Keene, Miller, Harvey, Daniels,....anyone but this man.
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