Teaching Children to Read: The Teacher Makes the Difference / Edition 6 available in Paperback
In a comprehensive, evidenced-based, accessible book, renowned authors D. Ray Reutzel and Robert B. Cooter, Jr. show clearly that it is the teacher who makes the difference in the development of literacy in children grades K-8.
Reutzel and Cooter’s unique approach organizes each chapter around seven pillars of evidence-based, effective reading instruction: Teacher Knowledge, Assessment, Effective Instruction Strategies, Response to Intervention, Family and Community Connections, and, new to this edition, Student Motivation and New Literacies/Technology.
Here’s what makes this new Sixth Edition unique:
· Two new pillars of effective reading instruction–Motivation and Engagement and Technology and New Literacies–have been added to the previous edition’s five pillars. Now each chapter is organized into seven pillars of evidence-based, effective reading instruction: Teacher Knowledge, Assessment, Evidence-Based Instructional Practices, Response to Intervention, Motivation and Engagement, Technology and New Literacies, and Family and Community Connections. Teachers can count on each chapter’s presentation to follow a predictable organization.
· Greatly expanded coverage of working with English learners includes important information about the particular learning needs of English learners plus methods for assessment and instruction.
· Marginal A+RISE Teaching Strategies align with relevant concepts in the main body of the text.
|Edition description:||Older Edition|
|Product dimensions:||7.90(w) x 9.90(h) x 0.90(d)|
About the Author
D. Ray Reutzel is currently the Emma Eccles Jones Endowed Chair and Distinguished Professor of Early Childhood Literacy Education and Director of the Emma Eccles Jones Center for Early Childhood Education at Utah State University. He works with teachers and children in public schools across the nation. A former Provost and Vice President for Academic Affairs at Southern Utah University; Associate Dean of Teacher Education in the David O. McKay School of Education; and former Chair of the Department of Elementary Education at Brigham Young University, Professor Reutzel received the 1992 Karl G. Maeser Distinguished Research Professor Award while at BYU. Ray has taught in Kindergarten, 1st grade, 3rd grade, and 6th grade.
Dr. Reutzel is the author of more than 185 articles, books, book chapters, and monographs and has published in such journals as Early Childhood Research Quarterly, The Elementary School Journal, Reading Research Quarterly, Journal of Reading Behavior, Journal of Literacy Research, Journal of Educational Research, Reading Psychology, Reading and Writing Quarterly, Reading Research and Instruction, Language Arts, Journal of Reading, and The Reading Teacher, Instructor, among others. He is the past Editor of Literacy Research and Instruction and the The Reading Teacher journals, and co-author of several best selling college textbooks.
Dr. Robert B. Cooter, Jr. is Distinguished Professor of Urban Literacy Research at The University of Memphis. His primary research focus pertains to research-based reading instruction for children living at the poverty level. Professor Cooter founded The Memphis Literacy Academy, an outreach program in Memphis City Schools dedicated to raising the expertise of hundreds of inner-city teachers of reading. He is also co-principal investigator for the Memphis Striving Readers Program (grades 6-9 content areas), a $16 million middle school literacy research project in Memphis City Schools.
Dr. Cooter has authored or co-authored nearly 100 journal articles and some 19 books in reading education including several best sellers. In March of 2006, he and Dr. J. Helen Perkins, also of the University of Memphis, are co-editors of The Reading Teacher published by the International Reading Association.
Table of Contents
CHAPTER ONE Effective Reading Instruction: The Teacher Makes the Difference
CHAPTER TWO Developing Children’s Oral Language
CHAPTER THREE Early Reading Instruction: Getting Started with the Essentials
CHAPTER FOUR Phonics and Word Recognition: Learning to Read Words
CHAPTER FIVE Reading Fluency
CHAPTER SIX Increasing Reading Vocabulary
CHAPTER SEVEN Teaching Reading Comprehension
CHAPTER EIGHT Writing
CHAPTER NINE Evidence-Based Programs, Interventions, and Standards for Reading Instruction
CHAPTER TEN Assessment
CHAPTER ELEVEN Effective Reading Instruction and Organization in Grades K—3
CHAPTER TWELVE Effective Academic Literacy Instruction in Grades 4—8