Teach Decoding: Why and How (2nd Edition) - Softcover

Eldredge, J. Lloyd

Softcover

ISBN 10: 0131176854 ISBN 13: 9780131176850

Publisher: Pearson, 2004

Synopsis

For teachers who want to help children develop the ability to decode while engaged in relevant reading and writing activities, the single overriding message of this practical new book is simple: Teach decoding. And that¿s just what this book shows: how to incorporate critical lessons in decoding into a balanced, comprehensive literacy program. With its major focus on the importance to all of learning of phonemic awareness, phonics knowledge, and decoding, this book addresses all aspects of decoding in-depth, explores numerous formal and informal decoding strategies, and compares the strengths and weaknesses of each decoding technique word recognition, analogy, context, phonics, morphemic analysis.

About this title

From the Back Cover

Teach Decoding: Why and How is an excellent resource for preservice and inservice teachers who need a text that clearly outlines how to teach decoding skills so that children can apply them. Based on the work of Jeanne Chall, Isabelle Liberman, Keith Stanovich, L. C. Ehri, and many others, Dr. J. Lloyd Eldredge details in his book why phonics knowledge is so important in decoding and why decoding abilities are so vital in the reading process.

Other benefits this book offers readers:

• A better understanding of the teaching and applications of decoding in line with the No Child Left Behind initiative
• Explanations and illustrations of how decoding can aid in remediation and intervention in reading-clinic settings
• The alignment of decoding with language development and the study of language arts skills, including speaking, listening, reading, and writing
• A continuing focus on how decoding instruction impacts fluent reading and reading comprehension

About the Author

J. Lloyd Eldredge is a professor in the College of Education at Brigham Young University. He teaches both graduate and undergraduate literacy courses. Dr. Eldredge is a former elementary school teacher, school principal, and school superintendent. He has also served as the Utah Director of Chapter I, the Utah Director of Early Childhood Education, and the Utah Director of Elementary Education.

His interests are in literacy education and motivation. He was one of the first educators to implement and research "whole language" practices in the public schools. The editors of The Reading Teacher acknowledge his article on "alternatives to traditional reading instruction" as the first "whole language" article published in that journal. However, his work has been focused on keeping literacy instruction balanced so children can both learn about the written language and use it in meaningful ways. During the past 21 years he has focused his research on phonemic awareness, a reconceptualization of decoding instruction in the early years of schooling, holistic teaching practices, oral reading, fluency, and the effects of various forms of "assisted reading" strategies (dyad reading, group assisted reading, and taped assisted reading) on young and "at-risk" readers. His work has been published in many journals, including Journal of Educational Research, Reading Research and Instruction, Journal of Reading, The Reading Teacher, and Reading Research Quarterly.

Edition details

• Publisher: Pearson
• Publication date: 2004
• ISBN 10: 0131176854
• ISBN 13: 9780131176850
• Binding: Paperback
• Language: English
• Edition number: 2
• Number of pages: 288