This text seeks to construct a framework that educators can use to organize programmes of reading and writing instruction. The chapters present descriptions of what is known about how children best learn to read and write, and how parents, schools and communities can contribute to children's literacy development.
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Book Description
Editorial Reviews
Review
"I have found Literacy for All to be an ideal text for my course in Supervision in Reading. The book examines literacy from many angles. The chapters, from experts in the field, are research-based but eminently readable."--Paul Schafer, EdD, St. Bonaventure University
"Literacy for All is an important resource for anyone interested in an overview of how reading research has evolved, and an intelligent speculation about where it might be headed. Each chapter is accessible, providing lively examples illustrating the theoretical, educational, and policy issues presented. This volume addresses five key areas of literacy research: learning to read, text comprehension, composition, assessment practices, and teacher education. The title refers to an ambitious goal. The book is distinguished by the fact that its contributors are among those who have significantly advanced the development of a knowledge base supporting this goal." --Annemarie Sullivan Palincsar, PhD, Walgreen Professor of Reading and Literacy, University of Michigan
"A comprehensive representation of a topical terrain that is often shaped by the winds of opinions and politics. The subjects of acquisition of reading, reform in literacy education, the content of reading instruction, and professional development of all those involved in literacy education are worthy of consideration. This timely text stimulates in-depth reflection about what is best for the literacy development and growth of children." --William H. Rupley, PhD, Professor of Reading, Department of Educational Curriculum and Instruction, College of Education, Texas A&M University, College Station, TX
"Literacy for All is an important resource for anyone interested in an overview of how reading research has evolved, and an intelligent speculation about where it might be headed. Each chapter is accessible, providing lively examples illustrating the theoretical, educational, and policy issues presented. This volume addresses five key areas of literacy research: learning to read, text comprehension, composition, assessment practices, and teacher education. The title refers to an ambitious goal. The book is distinguished by the fact that its contributors are among those who have significantly advanced the development of a knowledge base supporting this goal." --Annemarie Sullivan Palincsar, PhD, Walgreen Professor of Reading and Literacy, University of Michigan
"A comprehensive representation of a topical terrain that is often shaped by the winds of opinions and politics. The subjects of acquisition of reading, reform in literacy education, the content of reading instruction, and professional development of all those involved in literacy education are worthy of consideration. This timely text stimulates in-depth reflection about what is best for the literacy development and growth of children." --William H. Rupley, PhD, Professor of Reading, Department of Educational Curriculum and Instruction, College of Education, Texas A&M University, College Station, TX
About the Author
Jean Osborn, MEd, is an educational consultant whose prior administrative, research, and teaching experience includes nearly 20 years on the staff of the Center for the Study of Reading, University of Illinois, during which she served as Associate Director for twelve years. The coeditor of four books on reading research, she is the author of more than 30 articles and book chapters, as well as a set of resource materials on textbook adoptions.
Fran Lehr, MA, an education writer who has also worked as a teacher and editor, served on the staff of the Center for the Study of Reading for seven years. She is coauthor (with Stephen Stahl and Jean Osborn) of a summary of Marilyn J. Adams' Beginning to Read and coeditor (with Jean Osborn) of Reading, Language, and Literacy.
Fran Lehr, MA, an education writer who has also worked as a teacher and editor, served on the staff of the Center for the Study of Reading for seven years. She is coauthor (with Stephen Stahl and Jean Osborn) of a summary of Marilyn J. Adams' Beginning to Read and coeditor (with Jean Osborn) of Reading, Language, and Literacy.
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Inside This Book
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First Sentence:
My journey through reading education began about 40 years ago, initially, as a first-grade teacher and then as a teacher of third-, fourth-, and fifth-grade students. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
collaborative reasoning discussions, alphabetic understanding, transactional strategies instruction, early literacy assessment, comprehension strategies instruction, verbal protocol studies, beginning reading instruction, reading assessment, staff development process, alphabetic principle, intergenerational learning, book club discussions, consequential validity, phonics instruction, comprehension instruction, literacy events, concepts about print, reciprocal teaching, cueing systems, conventional instruction, classroom talk, reading acquisition, literacy concepts, literacy research, emergent literacy Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Reading Research Quarterly, International Reading Association, Miss Poprow, United States, National Center, Teachers College Press, Harvard University Press, Journal of Educational Psychology, Exceptional Children, Department of Education, The Reading Teacher, Uncle Joe, National Reading Conference, African American, Educational Researcher, San Diego, South Brunswick, Academic Press, Journal of Reading Behavior, Los Angeles, New Standards, Wingspread Conference, San Francisco, Educational Leadership New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
My journey through reading education began about 40 years ago, initially, as a first-grade teacher and then as a teacher of third-, fourth-, and fifth-grade students. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
collaborative reasoning discussions, alphabetic understanding, transactional strategies instruction, early literacy assessment, comprehension strategies instruction, verbal protocol studies, beginning reading instruction, reading assessment, staff development process, alphabetic principle, intergenerational learning, book club discussions, consequential validity, phonics instruction, comprehension instruction, literacy events, concepts about print, reciprocal teaching, cueing systems, conventional instruction, classroom talk, reading acquisition, literacy concepts, literacy research, emergent literacy Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Reading Research Quarterly, International Reading Association, Miss Poprow, United States, National Center, Teachers College Press, Harvard University Press, Journal of Educational Psychology, Exceptional Children, Department of Education, The Reading Teacher, Uncle Joe, National Reading Conference, African American, Educational Researcher, San Diego, South Brunswick, Academic Press, Journal of Reading Behavior, Los Angeles, New Standards, Wingspread Conference, San Francisco, Educational Leadership New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 29
books:
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cites this book:
- Educational Measurement (American Council on Education/Oryx Series on Higher Education) by Robert L. Linn on page 262, and page 286
- Child Development by Brown on page 130, and page 131
- Handbook of Psychology, Educational Psychology (Volume 7) by William M. Reynolds in Front Matter, and page 130
- Reading and Writing Workbook, Grade 4 (Open Court Reading) by McGraw-Hill on page 97
- Educational Psychology by WILEY on page 97
See all 29 books this book cites
- Reading and Learning Difficulties by Peter Westwood in Back Matter
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