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Editorial Reviews
Review
"The shelves of university libraries and college bookstores are filled with books on beginning reading instruction, but there are few, if any, quality works that address how to teach reading and promote the literacy of middle-grade students. This void has now been filled. Building upon their collective experience and scholarship, Worthy, Broaddus, and Ivey take us on a theoretically based yet pragmatic journey through the intricacies of teaching students who may have acquired fundamental skills in decoding and comprehension but have yet to develop into skillful, willful, mature readers. For college instructors who teach reading methods courses focused on the upper elementary or middle-school levels--or for those simply interested in the unique dynamics of teaching literacy to preadolescents--this is an essential resource. The authors provide the substantive detail needed to teach reading to this oft-neglected group of learners. Preservice students, practicing teachers, and college instructors will find this to be an engaging, informative work." --James F. Baumann, PhD, Department of Reading Education, University of Georgia "This book provides preservice and classroom teachers with a much-needed perspective. Challenging many current instructional practices, the authors clearly demonstrate that middle-level literacy instruction transcends content areas and is the responsibility of all teachers. Central to the text is the deep, essential need for educators to value and honor student voice in reading and writing if literacy growth is to flourish. Teachers will find the book to be a valuable study group tool. Together, they can explore the text, reflect on their own teaching, and discover numerous methods to enhance student engagement and literacy development." --Deborah E. Grove, PhD, Supervisor, Williamsport Area School District, Williamsport, PA "Teachers are going to love this book! It offers rich portraits of real kids doing real reading, and it contains all the information teachers need to develop a successful middle-grade reading program. Including specific strategies, guidelines for implementing them, and needed resources, the book is comprehensive and engaging. The knowledge presented will help both teachers and students develop their skills." --Cathy M. Roller, PhD, Director of Research and Policy, International Reading Association -- Review
Review
"The shelves of university libraries and college bookstores are filled with books on beginning reading instruction, but there are few, if any, quality works that address how to teach reading and promote the literacy of middle-grade students. This void has now been filled. Building upon their collective experience and scholarship, Worthy, Broaddus, and Ivey take us on a theoretically based yet pragmatic journey through the intricacies of teaching students who may have acquired fundamental skills in decoding and comprehension but have yet to develop into skillful, willful, mature readers. For college instructors who teach reading methods courses focused on the upper elementary or middle-school levels--or for those simply interested in the unique dynamics of teaching literacy to preadolescents--this is an essential resource. The authors provide the substantive detail needed to teach reading to this oft-neglected group of learners. Preservice students, practicing teachers, and college instructors will find this to be an engaging, informative work." --James F. Baumann, PhD, Department of Reading Education, University of Georgia
"This book provides preservice and classroom teachers with a much-needed perspective. Challenging many current instructional practices, the authors clearly demonstrate that middle-level literacy instruction transcends content areas and is the responsibility of all teachers. Central to the text is the deep, essential need for educators to value and honor student voice in reading and writing if literacy growth is to flourish. Teachers will find the book to be a valuable study group tool. Together, they can explore the text, reflect on their own teaching, and discover numerous methods to enhance student engagement and literacy development." --Deborah E. Grove, PhD, Supervisor, Williamsport Area School District, Williamsport, PA
"Teachers are going to love this book! It offers rich portraits of real kids doing real reading, and it contains all the information teachers need to develop a successful middle-grade reading program. Including specific strategies, guidelines for implementing them, and needed resources, the book is comprehensive and engaging. The knowledge presented will help both teachers and students develop their skills." --Cathy M. Roller, PhD, Director of Research and Policy, International Reading Association
"This book provides preservice and classroom teachers with a much-needed perspective. Challenging many current instructional practices, the authors clearly demonstrate that middle-level literacy instruction transcends content areas and is the responsibility of all teachers. Central to the text is the deep, essential need for educators to value and honor student voice in reading and writing if literacy growth is to flourish. Teachers will find the book to be a valuable study group tool. Together, they can explore the text, reflect on their own teaching, and discover numerous methods to enhance student engagement and literacy development." --Deborah E. Grove, PhD, Supervisor, Williamsport Area School District, Williamsport, PA
"Teachers are going to love this book! It offers rich portraits of real kids doing real reading, and it contains all the information teachers need to develop a successful middle-grade reading program. Including specific strategies, guidelines for implementing them, and needed resources, the book is comprehensive and engaging. The knowledge presented will help both teachers and students develop their skills." --Cathy M. Roller, PhD, Director of Research and Policy, International Reading Association
"Worthy addresses the issue of reading volume and motivation in this book, and she discusses an issue that a lot of reading researchers overlook--why should kids WANT to read? She offers advice about promoting a desire to read, and infuses strategies that teachers can use to help promote a richer understanding of what they are reading and a better understanding of the relevance of the material that the kids are reading. And she also talks about promoting an interest in reading and writing in a general sense, not just in an academic, classroom sense."--BalancedReading.com
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Inside This Book
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First Sentence:
It is language arts time on the first day of school, and Mrs. Walker has just finished going over the class rules. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
oral reading analysis, transitional chapter books, making difficult books, bone keeper, easy picture books, choosing appropriate books, frustrational level, short vowel patterns, struggle with literacy, long vowel patterns, modeled reading, bone detectives, spelling inventory, text innovations, fluency instruction, independent reading time, multicase study, other fairly stupid tales, struggling learners, middle school readers, middle grades students, editing checklist, nonfiction trade books, stinky cheese man, poems for two voices Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Harcourt Brace, San Diego, The Reading Teacher, Houghton Mifflin, International Reading Association, Civil War, Reading Research Quarterly, Dorling Kindersley, Journal of Reading, Random House, Holiday House, National Council of Teachers of English, Van Allsburg, Roald Dahl, San Francisco, World War, Bradbury Press, Amber Brown, Bone Woman, Gay Ivey, Miss Nelson, Mother Goose, Little Red Riding Hood, National Geographic Society New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
It is language arts time on the first day of school, and Mrs. Walker has just finished going over the class rules. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
oral reading analysis, transitional chapter books, making difficult books, bone keeper, easy picture books, choosing appropriate books, frustrational level, short vowel patterns, struggle with literacy, long vowel patterns, modeled reading, bone detectives, spelling inventory, text innovations, fluency instruction, independent reading time, multicase study, other fairly stupid tales, struggling learners, middle school readers, middle grades students, editing checklist, nonfiction trade books, stinky cheese man, poems for two voices Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Harcourt Brace, San Diego, The Reading Teacher, Houghton Mifflin, International Reading Association, Civil War, Reading Research Quarterly, Dorling Kindersley, Journal of Reading, Random House, Holiday House, National Council of Teachers of English, Van Allsburg, Roald Dahl, San Francisco, World War, Bradbury Press, Amber Brown, Bone Woman, Gay Ivey, Miss Nelson, Mother Goose, Little Red Riding Hood, National Geographic Society 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 100
books:
See all 100 books this book cites
2
books
cite this book:
- Smoky Mountain Rose: An Appalachian Cinderella (Picture Puffins) by Alan Schroeder on 5 pages
- Amber Brown Box Set: Amber Brown is Not a Crayon; You Can't Eat Your Chicken Pox, Amber Brown; Amber Brown Goes Fourth; Amber Brown Wants Extra Credit by Paula Danziger on 5 pages
- Bull Run by Paul Fleischman on 4 pages
- Dateline: Troy by Paul Fleischman on 4 pages
- Postcards from Pluto by Loreen Leedy on page 168, page 172, and page 238
See all 100 books this book cites
- Practical Fluency by Max Brand on page 47, and Back Matter
- Commonsense Methods for Children with Special Needs: Strategies for the Regular Classroom by Peter Westwood on page 165, and Back Matter
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