Teaching Reading and Writing: The Developmental Approach

Teaching Reading and Writing: The Developmental Approach is a comprehensive yet accessible guide to the tools and knowledge pre-service and experienced teachers need to teach literacy in a developmentally-responsive and integrated way—while meeting the diverse needs of students in today’s classrooms. Using a conversational tone to present a wealth of critical content, the book helps readers connect theory to practice through vignettes and sample lessons from real classrooms; authentic student work samples; ideas for using and integrating print-based and digital texts across the curriculum; and tools for organizing and managing a comprehensive, developmentally-responsive literacy program.

Table of Contents:
Chapter 1: The Foundations of Literacy Instruction 1 Chapter 2: Language, Thought, and Literacy Development 32 Chapter 3: Effective Literacy Instruction: Principles and Practices 71 Chapter 4: Prioritizing Student-Centered Assessment and Instruction 112 Chapter 5: Foundations of Language and Literacy Instruction for English Learners 153 Chapter 6: Emergent Literacy: Engaging the World of Print, Developing Oral Language, and Vocabulary 173 Chapter 7: Beginning Conventional Reading and Writing 219 Chapter 8: Transitional Reading and Writing 270 Chapter 9: Intermediate Reading and Writing 315 Chapter 10: Skillful Literacy 364 Chapter 11: Response to Instruction: Intervention and Acceleration for Readers Who Struggle 414

About the Author :
Shane Templeton is Foundation Professor Emeritus of Literacy Studies, University of Nevada, Reno. A former classroom teacher at the primary and secondary levels, he has focused his research on the development of orthographic and vocabulary knowledge. He has written several books on the teaching and learning of reading and language arts and is a member of the Usage Panel of the American Heritage Dictionary. Kristin M. Gehsmann is Associate Professor of Education and Coordinator of the Master’s in Reading Concentration at Saint Michael’s College in Colchester, Vermont. A former elementary school teacher and preK-12 literacy consultant, she conducts research on narrowing the achievement gap in high poverty communities and bringing research-based practices to scale through ongoing professional development.

Review :
"Finally, the book I've been waiting for! Grounded in a developmental approach, Templeton and Gehsmann skillfully walk us through both the content and the process of literacy instruction. In every chapter, readers are treated to a gold mine of research-based strategies and vivid classroom vignettes that make effective instruction come alive." - Sheila W. Valencia Professor, Curriculum & Instruction, University of Washington "This book has so many strengths! The authors have created an engaging text that features an expert weaving of theory and practice, and detailed accounts of students' literacy development. From this base, the authors provide comprehensive and timely suggestions for instruction that helps all students develop as literate individuals. This book will be an important resource for beginning teachers, as they address the challenges and realize the promises of teaching in the era of the Common Core State Standards." -Peter P. Afflerbach, Professor, Curriculum & Instruction, University of Maryland, College Park "Teaching is a multigenerational profession. Our profession's challenge is to teach reading and writing in a way that all educators can teach all children. Templeton and Gehsmann do just that in a developmentally-responsive integrated way. They bring pre-service and experienced teachers to common ground by connecting theory and practice through the lens of researcher, professor, historian, and classroom teacher. They present practical, "apply right now" techniques to assess and teach all students in all classrooms." -Lori Ulewicz Curriculum Coordinator, ELA K-12, Troy School District, Michigan --------------------------------------------------- "The major strengths of this manuscript are the thoroughness and perspective offered in the chapters. I liked how the authors provided information about specific issues for struggling readers; typically this is missing from more general texts (and only found in more advanced reading methods texts)." -Meadow Sherrill Graham, West Virginia University "Writing is engaging, examples are plentiful and realistic, material is current, yet the book addresses historical precedents with respect." "The book is engaging, well connected to teaching and learning settings and materials." "This is as comprehensive and well-written a treatment of elementary literacy methods as I have seen. My experience with such books extends back to the mid-1960s." -Robert Timothy Rush, University of Wyoming "The way it progresses developmentally - easier to see how things build from emergence on up. I like the chapter beginnings with characteristics and then giving content appropriate for that level." -Melissa Caraway, University of Dallas Dept. of Education "The text is very timely, scholarly and offers practical applications. There are very few texts that incorporate all three issues." -Dr. Annette M. Dobrasz, Niagara University, NY