A research-based, practical, comprehensive guide to teaching literacy in K-8 classrooms In an era of rigorous standards, Teaching Children to Read provides the essential information and strategies pre-service and new teachers need to help their students develop into capable and confident readers.
The importance of the teacher's role is emphasised in every chapter using seven pillars of effective reading instruction: Teacher Knowledge; Classroom Assessment; Evidence-Based Teaching Strategies; Response to Intervention (or Multi-Tiered Systems of Support); Motivation and Engagement; Technology and New Literacies; and Family and Community Connections. Filled with recommendations made by the Institute of Education Sciences' What Works Clearinghouse, the 8th Edition provides the research-based tools and knowledge needed to plan and deliver up-to-date, effective reading instruction in today's classrooms.
Table of Contents:
- 1. Effective Reading Instruction
- 2. Developing Children's Oral Language to Support Literacy Instruction
- 3. Early Reading Instruction: Getting Started with the Foundations
- 4. Phonics and Word Recognition
- 5. Reading Fluency
- 6. Increasing Reading Vocabulary
- 7. Teaching Reading Comprehension
- 8. Writing
- 9. Evidence-Based Reading Programs and Tools
- 10. Assessment
- 11. Effective Reading Instruction and Organization in Grades K-3
- 12. Effective Disciplinary Literacy in Grades 4-8
About the Author :
Ray Reutzel is Dean of the College of Education at the University of Wyoming in Laramie. He has taught kindergarten, 1st grade, 3rd grade and 6th grade. Dr. Reutzel is the author of more than 225 refereed research reports, articles, books, book chapters and monographs.
Dr. Reutzel is the past editor or coeditor of The Reading Teacher and Literacy Research and Instruction, and is the current Executive Editor of The Journal of Educational Research. He is author or co-author of several chapters published in the Handbook of Classroom Management, the Handbook of Research on Literacy and Diversity, and the Handbook of Reading Research (Vol. IV), and is editor of the Handbook of Research-Based Practice in Early Education.
Robert B. Cooter, Jr., currently serves as Ursuline Endowed Professor and Dean of the Annsley Frazier Thornton School of Education at Bellarmine University in Louisville, Kentucky. From 2006 to 2011, he served as editor of The Reading Teacher, the largest circulation literacy education journal worldwide. His research is focused on the improvement of literacy acquisition for children living in poverty.
Professor Cooter has authored or co-authored more than 20 books in reading education and more than 60 journal articles. His books include the best-selling Strategies for Reading Assessment and Instruction (coauthored with D. Ray Reutzel) used at over 200 universities; The Flynt-Cooter Comprehensive Reading Inventory, 2, a norm-referenced classroom reading assessment with English and Spanish versions; and Perspectives on Rescuing Urban Literacy Education: Spies, Saboteurs, and Saints.
