by PhD Michael Pressley PhD
|
See buying choices for this item to see if it's one of the millions that are eligible for Amazon Prime.
|
 |
 |
 |
||
|
There is a newer edition of this item:
| |
||
 |
|
 |
Editorial Reviews
Review
"This book is more than a compilation of lectures presented by an astute-thinking reading educator. Duty took me beyond Dr. Pressley's impressive introduction of himself and his interesting vita to realize that this was going to be a fascinating read. Sure, I could put the book down whenever I needed to, but I was always anxious to pick it up and pan for more nuggets of solidly presented research and information....a valuable resource of significant information and viewpoints about the nature of the reading act, the essential aspects of learning to read and of not learning to read, and the processes needed to transform reading education in our elementary schools today....Dr. Pressley does an impressive job of utilizing research results in both interesting and useful ways throughout the book....the book is a straightforward easy read, and Pressley successfully covers all the bases....College professors and doctoral students would do well to consume the book....the lucky person to get the most out of the book would be a reading education grad student who is in need of a one-volume, cramming survey to prepare him/herself for comps."--Teachers College Record
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
-- Review
Review
See all Editorial Reviews
"This book is more than a compilation of lectures presented by an astute-thinking reading educator. Duty took me beyond Dr. Pressley's impressive introduction of himself and his interesting vita to realize that this was going to be a fascinating read. Sure, I could put the book down whenever I needed to, but I was always anxious to pick it up and pan for more nuggets of solidly presented research and information....a valuable resource of significant information and viewpoints about the nature of the reading act, the essential aspects of learning to read and of not learning to read, and the processes needed to transform reading education in our elementary schools today....Dr. Pressley does an impressive job of utilizing research results in both interesting and useful ways throughout the book....the book is a straightforward easy read, and Pressley successfully covers all the bases....College professors and doctoral students would do well to consume the book....the lucky person to get the most out of the book would be a reading education grad student who is in need of a one-volume, cramming survey to prepare him/herself for comps."--Teachers College Record
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
-- Review
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
"The second edition of this book is a stark improvement over the first edition, and honestly, I thought that would be hard to do. The first edition was very informative and well-written, and I found it downright inspiring. The new edition somehow is even more so. This book is very enjoyable to read--Pressley is another talented researcher who also has a gift for conveying complicated issues in a concrete understandable way. This book really made me think about how we motivate students to read."--BalancedReading.com
"This book is more than a compilation of lectures presented by an astute-thinking reading educator. Duty took me beyond Dr. Pressley's impressive introduction of himself and his interesting vita to realize that this was going to be a fascinating read. Sure, I could put the book down whenever I needed to, but I was always anxious to pick it up and pan for more nuggets of solidly presented research and information....a valuable resource of significant information and viewpoints about the nature of the reading act, the essential aspects of learning to read and of not learning to read, and the processes needed to transform reading education in our elementary schools today....Dr. Pressley does an impressive job of utilizing research results in both interesting and useful ways throughout the book....the book is a straightforward easy read, and Pressley successfully covers all the bases....College professors and doctoral students would do well to consume the book....the lucky person to get the most out of the book would be a reading education grad student who is in need of a one-volume, cramming survey to prepare him/herself for comps."--Teachers College Record
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 more than a compilation of lectures presented by an astute-thinking reading educator. Duty took me beyond Dr. Pressley's impressive introduction of himself and his interesting vita to realize that this was going to be a fascinating read. Sure, I could put the book down whenever I needed to, but I was always anxious to pick it up and pan for more nuggets of solidly presented research and information....a valuable resource of significant information and viewpoints about the nature of the reading act, the essential aspects of learning to read and of not learning to read, and the processes needed to transform reading education in our elementary schools today....Dr. Pressley does an impressive job of utilizing research results in both interesting and useful ways throughout the book....the book is a straightforward easy read, and Pressley successfully covers all the bases....College professors and doctoral students would do well to consume the book....the lucky person to get the most out of the book would be a reading education grad student who is in need of a one-volume, cramming survey to prepare him/herself for comps."--Teachers College Record
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
See all Editorial Reviews
Product Details
Would you like to update product info or give feedback on images?
|
Inside This Book
(learn more)
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:
See all 66 books this book cites
- 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
See all 66 books this book cites
Books on Related Topics
(learn more)
|
Suggested Tags from Similar Products(What's this?)Be the first one to add a relevant tag (keyword that's strongly related to this product).
|
Help others find this product — tag it for Amazon search
No one has tagged this product for Amazon search yet. Why not be the first to suggest a search for which it should appear?
Sell a Digital Version of This Book in the Kindle Store
If you are a publisher or author and hold the digital rights to a book, you can sell a digital version of it in our Kindle Store.
Learn more
Customer Reviews
There are no customer reviews yet. Create your own review
| |||
Video reviews
|
 |
Customer Discussions
Beta (What's this?)
New! See all customer communities, and bookmark your communities to keep track of them.
|
This product's forum
(0 discussions)
Ask questions, Share opinions, Gain insight
Active discussions in related forums
|
||||||||||||||||||||||||||||||||||||||||||
Product Information from the Amapedia Community
Beta (What's this?)Be the first person to add an article about this item at Amapedia.com.
› See featured Amapedia.com articles
Listmania!
So You'd Like to...
Look for Similar Items by Category
- Books > Health, Mind & Body > Psychology & Counseling
- Books > Literature & Fiction > Books & Reading > Literacy
- Books > Nonfiction > Education > Instruction Method
- Books > Nonfiction > Education > Literacy
- Books > Nonfiction > Education > Reading
- Books > Professional & Technical > Education > Lesson Planning
- Books > Reference > Foreign Languages
- Books > Reference > Words & Language > Study & Teaching
SpaFeatures: Free Shipping |
Best Books of 2008 |
 |
||||||||
|
Your Recent History
(What's this?)|
You have no recently viewed items or searches.
After viewing product detail pages or search results, look here to find an easy way to navigate back to pages you are interested in. Look to the right column to find helpful suggestions for your shopping session. |
Continue shopping: Top Sellers
| ||||
| ||
| ||
| ||
| ||
| ||
