Better Together
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Is oral reading important? "Absolutely," assert Michael Opitz and Timothy Rasinski, "so important that we must put it into perspective and use it in the most effective and efficient ways possible." Opitz and Rasinski have written this book to help teachers do just that. Their aim is to show where oral reading fits in the reading program and share twenty-five of the best strategies for helping children learn to read aloud.
Good-bye Round Robin is the first book of its kind, offering teachers a new alternative to traditional round robin reading - an outmoded practice that more often prohibits rather than facilitates the ability to read. The book is completely research based, demonstrating how to use oral reading to help students develop comprehension, share information, and discover effective reading strategies.
All of the activities are categorized and easy to locate. For each technique, the authors provide a grade level, description, teaching procedures, suggested children's literature, classroom scenarios, and additional ideas for extending the activity. A separate chapter on oral reading as a tool for assessment provides specific strategies and guidelines teachers can use along with many reproducible forms. There are also separate chapters on teaching struggling readers and working with parents.
According to the authors, silent reading should remain the mainstay of an effective reading program, but there are times when oral reading is also important. Children need both types of reading experiences to ensure that comprehension occurs. Following the strategies outlined in this book, preservice and inservice elementary teachers can be certain they are truly helping children meet this goal.
About the Author
Michael F. Opitz is the author of nine books, including the Heinemann titles Do-able Differentiation (2008), Books & Beyond (2007), Listen Hear! (2004), Reaching Readers (2001), Rhymes and Reasons (2000), and Good-bye Round Robin (1998).Michael is a former elementary school teacher and reading specialist. Now he is a professor of elementary education and reading at the University of Northern Colorado and the winner of its Outstanding Scholar Award in the College of Education and Behavioral Sciences. He works in classrooms in the U.S. and abroad planning, teaching, and evaluating demonstration lessons focused on different aspects of literacy in K - 5 classrooms. He is also the author of the books Flexible Grouping in Reading (1998), and Literacy Instruction for Culturally and Linguistically Diverse Students (1998) as well as Summer Success Reading (Great Source, 2001). He works as a consultant for Great Source Education Group and the U.S. Department of Defense Schoo
Timothy Rasinski is a professor of curriculum and instruction at Kent State University. He has written and edited several books on reading education and is coeditor of IRAs elementary-level reading journal, The Reading Teacher.
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