All Children Read: Teaching for Literacy in Today's Diverse Classroom, 3rd Edition

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9780132092265: All Children Read: Teaching for Literacy in Today's Diverse Classroom, 3rd Edition

Written by one of the most dynamic author teams in the field of Reading and Literacy, the third edition of All Children Read continues to offer K-8 teachers the best practices for developing reading and writing in all students.

 

The new edition increases its emphasis on critical thinking, English language learners, assessment, the integration of curriculum across the content areas, and response to intervention. Central to the book are the six overriding themes—the struggling reader, family/community literacy; new literacies; writing and reading connections; developmental, cultural, and linguistic diversity; and phonics/phonological awareness—interwoven throughout this text.

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From the Back Cover:

Written by one of the most dynamic author teams in the field of Reading and Literacy, the third edition of All Children Read continues to offer K-8 teachers the best practices for developing reading and writing in all students.

 

Central to the text are the six overriding themes—the struggling reader, family/community literacy; new literacies; writing and reading connections; developmental, cultural, and linguistic diversity; and phonics/phonological awareness—interwoven throughout this text. 

 

Preparing teachers to teach today’s students

  • New! A new chapter on critical thinking prepares teachers to develop students’ ability to reflectively engage with and evaluate traditional and new media.
  • New! Increased and expanded coverage of English language learners.
  • Differentiated Instruction features highlight ways to differentiate instruction so that all students are engaged.

 Preparing teachers to apply theory and strategy in the classroom

  • Standards and Literacy features show how standards shape literacy education.
  • Assessment: Focus on Instruction features cover practical topics of literacy assessment, including additional information on assessing the reading achievement of English Language Learners.
  • New! Increased coverage of how to integrate curriculum across the content areas.
  • New! Information on how to implement response to intervention (RTI) (see Chapter 2).
  • Teach It features provide teaching tips for skill development and new approaches to the teaching of literacy.
  • New! Classroom applications are not limited to the text. Accompanying the book is an exciting new online resource, MyEducationLab, that is integrated into the text via margin notes and provides readers with opportunities to apply the core principles and strategies of the text while building their teaching skills.

To order this book WITH MyEducationLab, use either ISBN:

ISBN-10: 0131381466

ISBN-13: 9780131381469

To order this book WITHOUT MyEducationLab, use either ISBN:

ISBN-10: 0132092263

ISBN-13: 9780132092265

About the Author:

Charles Temple teaches courses in literacy, children’s literature, storytelling, and peace studies at Hobart and William Smith Colleges in Geneva, New York; and trains and advises college students tutoring for literacy in local schools.  Temple has written books on emergent literacy, invented spelling, writing instruction, language arts, diagnosis and remediation of reading disabilities, teaching for critical thinking, and children’s literature. With Alan Crawford and Jean Gillet he co-authored The Developmental Literacy Inventory, a comprehensive assessment instrument. Temple is a director of Critical Thinking International, Inc. (www.criticalthinkinginternational.org) a non-profit corporation that develops training materials and sends out mid-career professionals to offer staff development projects in literacy and critical thinking around the world. He has helped authors develop indigenous children’s literature for Roma children in Eastern Europe, for refugee children in the Caucasus, and for children living in post-conflict area in Africa. Temple most recently offered workshops on literacy and critical thinking in Haiti, El Salvador, Argentina, Romania, Turkey, and Liberia.

 

Donna Ogle is Professor of Education at National-Louis University in Chicago, , Illinois, and is actively involved in research and professional development within the US and internationally. She is senior consultant to the Chicago Striving Readers Research Project,  is a director of the Chicago Literacy Instruction Partnership (CLIP) and is co-director of the Reading Leadership Institute.  , She also serves as a literacy consultant internationally, including Critical Thinking International and Somos Maestros in Mexico.  Donna is also on the editorial review boards of The Reading Teacher,  the Journal of Adolescent and Adult Literacy, and the LRA Yearbook.  She is the author of many books, book chapters, and professional articles .  Her recent books include Partnering for Content Literacy: PRC2 in Action (Perason),  Engaging in the Language Arts: Exploring the Power of Language (with J. Beers, Pearson) and Reading Comprehension: Strategies for Independent Learners (with C. Blachowicz, Guilford).  Donna is a past  president of the International Reading Association (IRA) and an elected member of the Reading Hall of Fame. .

 

Alan Crawford is Emeritus Professor of Education at California State University, Los Angeles. He is Past President of the California Reading Association and has done extensive teaching, consulting, and writing on teaching reading in the elementary school, especially for English language learners. Alan has written curriculum for teaching reading in Spanish and serves on the Editorial Review Board of Lectura y Vida. He served as IRA’s representative to UNESCO for many years, and was a Senior Literacy Specialist at UNESCO in Paris during International Literacy Year (1989-1990). He is a director of Critical Thinking International. He frequently presents workshops on a volunteer basis for international development projects in Latin America, Europe, Asia, and Africa.

 

Penny Frepponis professor of education at the University of Cincinnati. Her professional work has focused on workshop-based and literature-rich instruction that attends to children’s skill development, as well as working with teachers of young children, especially in urban classrooms. She works with Ohio teachers in a state-wide professional development project and is a member of Critical Thinking International. Those who are afraid that current trends in reading instruction run the risk of dismantling much that is good in child-centered instruction will be much encouraged by Dr. Freppon’s thoughtful attention to skills in the context of meaning-centered instruction.

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