Since the initial publication of this important text, the research support for balanced literacy instruction has continued to grow. This revised and updated second edition incorporates findings from reports by the National Reading Panel and the National Research Council, as well as ongoing research by the author and others. Interjecting a voice of reason into ongoing debates on the "one best way" to teach reading, Michael Pressley demonstrates how effective reading instruction combines aspects of both skills-emphasis and whole language approaches. Topics covered include the various components of both whole language and skills instruction, how the balanced approach is applied in real classrooms, and motivational issues. The second edition has been augmented with new material on phonemic awareness, comprehension problems, decoding and comprehension, vocabulary instruction, development of word knowledge, and "flooding" the classroom with motivation. It also features a new discussion of the place of Reading Recovery within balanced instruction, including an in-depth case study. Ideal for teacher educators and graduate students, reading specialists, staff developers, in-service professionals, and policymakers, the book also serves as a text in reading methods and materials courses.
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Book Description
Editorial Reviews
Review
"This text is very readable and will command a wide audience. Literacy researchers and faculty members will find it an excellent resource. Graduate students, classroom teachers, reading specialists, and administrators will gain valuable information about how to provide engaging, effective literacy instruction, and will also have at their fingertips pertinent research findings and practices to share with parents and community members. The new data, information, and resources added to the second edition greatly enhance the utility of this outstanding book."--Lynn Romeo, EdD, Department of Educational Leadership and Special Education, Monmouth University
"This book is probably the quintessential statement on balanced literacy instruction. It should spark lively debate in graduate classrooms and send students running to the research library. Michael Pressley has provided a highly personalized interpretation of reading research and what it says about reading instruction. One might not always agree with Pressley's strong opinions and provocative interpretations, but his claims are intriguing and well expressed."--Timothy Shanahan, PhD, University of Illinois at Chicago
"At last, a professional resource for reading educators that brings together the best and most current research and thinking about reading instruction. Rather than fueling the fire or participating in the whole language versus skills-first debate, Pressley does a brilliant job of focusing on the contribution each perspective has made to the field and attempting to seek common ground. Building on the foundations of the first edition, the second edition incorporates the significant research conducted within the last five years on the importance of teacher-directed instruction in the areas of phonemic awareness, phonics, and comprehension. This book should serve as the core text for any foundations of reading course."--Elizabeth W. English, PhD, Early Literacy Specialist, Fairfax County Public Schools, Annandale, Virginia
PRAISE FOR THE FIRST EDITION:
"Instead of relying solely on published papers, Pressley spent hours in classrooms watching the best of the best....a large part of his work is based upon observing teachers. His surveys of these teachers as well as his observations enabled him to present commonalities of good reading instruction and to show what a balanced elementary language arts classroom looks like....It was refreshing to read a critique by someone who is not pushing his own program for sale commercially."--Journal of Adolescent & Adult Literacy
"...through much research, many references, and the comprehensiveness of this text, the author quite ably makes his case....this book will aid individuals in understanding that reading instruction can work if there is a balance between whole language and skills components. Recommended for undergraduate and graduate students; faculty; researchers; and professionals."--Choice
"This book profiles some of the country's most effective reading instructors, documenting how they combine aspects of both skill and whole language approaches."--NEA Today
"For school psychologists seeking to improve their understanding of literacy and the reading process and to gain a comprehensible overview of the most updated research, Pressley provides an excellent starting place for developing a sound understanding of some of the more salient features involved in the overall process."--School Psychology Quarterly
"This book is probably the quintessential statement on balanced literacy instruction. It should spark lively debate in graduate classrooms and send students running to the research library. Michael Pressley has provided a highly personalized interpretation of reading research and what it says about reading instruction. One might not always agree with Pressley's strong opinions and provocative interpretations, but his claims are intriguing and well expressed."--Timothy Shanahan, PhD, University of Illinois at Chicago
"At last, a professional resource for reading educators that brings together the best and most current research and thinking about reading instruction. Rather than fueling the fire or participating in the whole language versus skills-first debate, Pressley does a brilliant job of focusing on the contribution each perspective has made to the field and attempting to seek common ground. Building on the foundations of the first edition, the second edition incorporates the significant research conducted within the last five years on the importance of teacher-directed instruction in the areas of phonemic awareness, phonics, and comprehension. This book should serve as the core text for any foundations of reading course."--Elizabeth W. English, PhD, Early Literacy Specialist, Fairfax County Public Schools, Annandale, Virginia
PRAISE FOR THE FIRST EDITION:
"Instead of relying solely on published papers, Pressley spent hours in classrooms watching the best of the best....a large part of his work is based upon observing teachers. His surveys of these teachers as well as his observations enabled him to present commonalities of good reading instruction and to show what a balanced elementary language arts classroom looks like....It was refreshing to read a critique by someone who is not pushing his own program for sale commercially."--Journal of Adolescent & Adult Literacy
"...through much research, many references, and the comprehensiveness of this text, the author quite ably makes his case....this book will aid individuals in understanding that reading instruction can work if there is a balance between whole language and skills components. Recommended for undergraduate and graduate students; faculty; researchers; and professionals."--Choice
"This book profiles some of the country's most effective reading instructors, documenting how they combine aspects of both skill and whole language approaches."--NEA Today
"For school psychologists seeking to improve their understanding of literacy and the reading process and to gain a comprehensible overview of the most updated research, Pressley provides an excellent starting place for developing a sound understanding of some of the more salient features involved in the overall process."--School Psychology Quarterly
About the Author
Michael Pressley, PhD, who passed away in May 2006, was University Distinguished Professor at Michigan State University, as well as Director of the Doctoral Program in Teacher Education and Director of the Literacy Achievement Research Center, with both roles part of his professorship in the Department of Teacher Education and the Department of Counseling, Educational Psychology, and Special Education. He was an expert on effective elementary literacy instruction, with his research appearing in more than 300 journal articles, chapters, and books. Dr. Pressley served a 6-year term as editor of Journal of Educational Psychology. He was honored with awards from the National Reading Conference, the International Reading Association, the American Educational Research Association, and the American Psychological Association, among others. Dr. Pressley received the 2004 E. L. Thorndike Award from Division 15 of the American Psychological Association, the highest award given for career research accomplishment in educational psychology.
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Inside This Book
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First Sentence:
Elementary reading instruction is a topic that has commanded a great deal of attention in recent years. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
balanced comprehension instruction, emergent literacy interactions, synthetic phonics instruction, semantic context cues, more typical classrooms, systematic skills instruction, balanced reading instruction, balanced literacy instruction, explicit decoding instruction, minor league program, advancing grade level, emergent literacy experiences, good phonics instruction, early literacy research, elementary literacy instruction, transactional strategies instruction, phonemic awareness instruction, comprehension strategies instruction, increasing grade level, logographic reading, balanced instruction, focal strategy, elementary reading instruction, storybook reading, beginning reading instruction Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Journal of Educational Psychology, Reading Research Quarterly, Journal of Experimental Child Psychology, Guilford Press, Journal of Reading Behavior, National Reading Research Center, Academic Press, College Park, Scientific Studies of Reading, Sesame Street, United States, Benchmark School, Harvard University Press, National Reading Conference, Cambridge University Press, National Reading Panel, Psychological Review, Annals of Dyslexia, International Reading Association, Educational Psychologist, Nancy Masters, Reading Is Fundamental, Review of Educational Research, African American New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Elementary reading instruction is a topic that has commanded a great deal of attention in recent years. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
balanced comprehension instruction, emergent literacy interactions, synthetic phonics instruction, semantic context cues, more typical classrooms, systematic skills instruction, balanced reading instruction, balanced literacy instruction, explicit decoding instruction, minor league program, advancing grade level, emergent literacy experiences, good phonics instruction, early literacy research, elementary literacy instruction, transactional strategies instruction, phonemic awareness instruction, comprehension strategies instruction, increasing grade level, logographic reading, balanced instruction, focal strategy, elementary reading instruction, storybook reading, beginning reading instruction Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Journal of Educational Psychology, Reading Research Quarterly, Journal of Experimental Child Psychology, Guilford Press, Journal of Reading Behavior, National Reading Research Center, Academic Press, College Park, Scientific Studies of Reading, Sesame Street, United States, Benchmark School, Harvard University Press, National Reading Conference, Cambridge University Press, National Reading Panel, Psychological Review, Annals of Dyslexia, International Reading Association, Educational Psychologist, Nancy Masters, Reading Is Fundamental, Review of Educational Research, African American 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 66
books:
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- Handbook of Psychology, Educational Psychology (Volume 7) by William M. Reynolds on 10 pages
- Educational Psychology by Robert J. Sternberg on 6 pages
- Educational Psychology by N.L. Gage on 5 pages
- Child Psychology by Ross Vasta on 5 pages
- Preventing Reading Difficulties in Young Children by Committee on the Prevention of Reading Difficulties in Young Children in Front Matter, page 259, and page 319
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