Recent school reform efforts have emphasized the need for higher literacy standards in schools across the country. Offering practical guidance for literacy educators, curriculum development specialists, and other education professionals and policy makers, this volume considers how we can most effectively improve the quality and content of reading and writing instruction. Leading researchers and practitioners address the eight principles of best practice, providing the most current information on how to enhance students' ability to construct meaning from text independently, draw upon texts to build conceptual understanding, effectively communicate ideas orally and in writing, and develop an intrinsic desire to read and write. This timely book blends state-of-the-art theory and research with workable suggestions based on extensive hands-on experience in the field.
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Book Description
Editorial Reviews
Review
"Bringing together some of the best thinkers in the field, this thought-provoking volume adds real depth to our understanding of both 'best practice' and 'balance.' The topics chosen are important and each chapter invites discussion and response. The in-depth classroom examples are particularly rich illustrations of what good literacy instruction looks like across varied activities and with a variety of students. A valuable contribution!" --Donna M. Ogle, EdD, National-Louis University, Evanston, IL
"This book will be an excellent text for college methods classes and a wonderful reference for school district administrators, teachers and teacher educators, and language arts coordinators. First, the contributing authors represent the finest minds in literacy education today, and they review major issues in literacy instruction with a wonderful balance between theory and practice. Second, the topics covered are timely. In an era of political rhetoric and mandates, this volume provides teachers and administrators with the research and practical ideas they need to guide and defend their decision-making process." --Carol M. Santa, PhD, Coordinator of Language Arts, Kalispell Public Schools, Kalispell, Montana
"This book goes a long way in identifying state-of-the-art instructional practices for literacy educators. Contributing authors, informed and respected literacy scholars, provide in-depth treatment of many of the critical issues facing teachers of reading. The voices of real teachers add texture, depth, and credibility to the various chapters. Building a bridge between the theoretical and the practical--between what research has to say and what teachers have to do--this is an important and much-needed addition to the field." --Timothy Rasinski, PhD, Professor of Education, Kent State University
"This book will be an excellent text for college methods classes and a wonderful reference for school district administrators, teachers and teacher educators, and language arts coordinators. First, the contributing authors represent the finest minds in literacy education today, and they review major issues in literacy instruction with a wonderful balance between theory and practice. Second, the topics covered are timely. In an era of political rhetoric and mandates, this volume provides teachers and administrators with the research and practical ideas they need to guide and defend their decision-making process." --Carol M. Santa, PhD, Coordinator of Language Arts, Kalispell Public Schools, Kalispell, Montana
"This book goes a long way in identifying state-of-the-art instructional practices for literacy educators. Contributing authors, informed and respected literacy scholars, provide in-depth treatment of many of the critical issues facing teachers of reading. The voices of real teachers add texture, depth, and credibility to the various chapters. Building a bridge between the theoretical and the practical--between what research has to say and what teachers have to do--this is an important and much-needed addition to the field." --Timothy Rasinski, PhD, Professor of Education, Kent State University
About the Author
Linda B. Gambrell, College of Education, University of Maryland at College Park, College Park, MD.
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Inside This Book
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Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
12
books
cite this book:
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- Reading and Learning Difficulties by Peter Westwood on 5 pages
- Commonsense Methods for Children with Special Educational Needs by Peter S. Westwood in Back Matter (1), Back Matter (2), and Back Matter (3)
- The Daily Five by Gail Boushey on page 20, and Back Matter
- Books and Beyond: New Ways to Reach Readers by Michael P. Ford in Back Matter (1), and Back Matter (2)
- Subject-Specific Instructional Methods and Activities (Advances in Research on Teaching) (Advances in Research on Teaching) (Research in Biopolitics) by Jere Brophy on page 77, and page 78
See all 12 books citing this book
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