Teaching Children to Read: The Teacher Makes the Difference, Enhanced Pearson eText with Loose-Leaf Version -- Access Card Package / Edition 7 available in Other Format
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An excellent, research-based resource for pre-service and new teachers alike, Teaching Children to Read by Reutzel and Cooter provides teachers with information critical to their students’ development into capable and confident readers in an era of the Common Core Standards. It offers a comprehensive, evidence-based approach to reading instruction in a format that highlights the centrality of the teacher’s role. The Seventh Edition retains its easy-to-use format that organizes the chapters by the seven pillars of effective reading instruction, color-coded for easy navigation: Teacher Knowledge, Assessment, Evidence-Based Teaching Strategies, Response to Intervention, Student Motivation and Engagement, Technology and New Literacies, and Family and Community Connections. Each chapter includes learning outcomes, key terms, classroom vignettes, classroom photos, student work examples, figures and tables, recommended readings, end of chapter activities, and more to motivate students and reinforce learning. The new edition is available as an enhanced e-book with hotlinks to videos, classroom materials, websites, interactive Chapter Assessments with feedback to correct answers, and to relevant Common Core and IRA standards for each chapter. The Enhanced Pearson eText features embedded video, classroom materials, useful websites, assessments, and relevant IRA and Common Core Standards for each chapter.
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0133830896 / 9780133830897 Teaching Children to Read: The Teacher Makes the Difference, Loose-Leaf Version with Enhanced Pearson eText -- Access Card Package
Package consists of:
- 0133548686 / 9780133548686 Teaching Children to Read: The Teacher Makes the Difference, Loose-Leaf Version
- 0133825159 / 9780133825152 Teaching Children to Read: The Teacher Makes the Difference, Enhanced Pearson eText -- Access Card
|Product dimensions:||8.20(w) x 10.80(h) x 0.90(d)|
About the Author
Dr. Reutzel is the past editor of The Reading Teacher and Literacy Research and Instruction and current Executive Editor of The Journal of Educational Research. He is author or coauthor 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 editor of the Handbook of Research-Based Practice in Early Education published by Guilford Press. Dr. Reutzel received the 1999 A.B. Herr Award from the College Reading Association for outstanding research and published contributions to reading education. Dr. Reutzel was given the John C. Manning Public School Service Award from the International Reading Association in May 2007 for his many years of working in schools with teachers and children. Dr. Reutzel has also served as past president of the College Reading Association/Association for Literacy Educators and Researchers and as a member of the board of directors of the International Reading Association from 2007 to 2010. Dr. Reutzel was inducted as a member of the Reading Hall of Fame in 2011 and currently serves on the Board of Directors of the Literacy Researchers Association.
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. Dr. Cooter served from 2006 to 2011 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. In 2008 Dr. Cooter received the A.B. Herr Award from the Association of Literacy Educators and Researchers for contributions to the field of literacy.
Earlier in his career, Dr. Cooter served as an elementary classroom teacher and Title I reading specialist. In public school administration, he served as the first “Reading Czar” (associate superintendent) for the Dallas Independent School District. He was named Texas State Champion for Reading by the governor for development of the acclaimed Dallas Reading Plan for some 3,000 elementary school teachers. Dr. Cooter later designed and served as principal investigator of the Memphis Striving Readers Program, a $16 million middle school literacy research project funded by the U.S. Department of Education. In 2007 Dr. Cooter and colleagues J. Helen Perkins and Kathleen Spencer Cooter were recipients of the Urban Impact Award from the Council of Great City Schools for their work in high-poverty schools.
Dr. Cooter has authored or coauthored over 20 books in reading education and more than 60 journal articles. His books include the bestselling Strategies for Reading Assessment and Instruction (co-authored 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. He is currently working on a new book with his wife and colleague, Professor Kathleen Cooter, entitled Urban Literacy Education: Helping City Kids in Regular and Special Education Classrooms.
Dr. Cooter lives in Prospect, Kentucky, and enjoys family time on their houseboat, Our Last Child, with his bride, grandchildren, and golden retrievers. He sometimes appears in reunion concerts with The George Washington Bridge Band, a Nashville-based rock group he cofounded and toured with during the 1960s and 70s.
Table of Contents
CHAPTER ONE Effective Reading Instruction
CHAPTER TWO Developing Children’s Oral Language to Support Literacy
CHAPTER THREE Early Reading Instruction: Getting Started with the Essentials
CHAPTER FOUR Phonics and Word Recognition
CHAPTER FIVE Reading Fluency
CHAPTER SIX Increasing Reading Vocabulary
CHAPTER SEVEN Teaching Reading Comprehension
CHAPTER EIGHT Writing
CHAPTER NINE Evidence-Based Reading Programs and Tools
CHAPTER TEN Assessment
CHAPTER ELEVEN Effective Reading Instruction and Organization in Grades K—3
CHAPTER TWELVE Effective Academic Literacy Instruction in Grades 4—8