Presents a comprehensive plan for assisting students in becoming lifelong readers and attaining critical literacy, for pre- and in-service primary teachers. Early chapters deal with general concepts and principles, and discuss topics particularly important in the primary grades. Later chapters cover
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About the Fourth Edition:
With new chapters on fluency and motivation, the Fourth Edition of Teaching Reading in the 21st Century maintains the friendly voice of its widely recognized author team and its superior coverage of assessment for learning, and strengthens its commitment to a rich, balanced, and comprehensive program of reading instruction. Always practical, this edition is even richer in first-person accounts, instructional routines, classroom vignettes, and hands-on literacy activities.
One reviewer sums it up:
In a perfect number of chapters for a typical college semester, Graves et al. carefully cover such incredibly important concepts as the complex, recursive nature of reading and writing, the special considerations... for English language learners, and the intricacies of grouping learners. Countless professors will appreciate the ways in which the authors highlight and consistently interweave such vital notions as metacognition, scaffolding, the gradual release of responsibility model, and reciprocal teaching. Perhaps my favorite part of the text is that there is not just one, but two excellent chapters on comprehension.
Christine Woodcock, Massachusetts College of Liberal Arts
What is New of the Fourth Edition?
Michael F. Graves is a former high school English teacher, a Professor Emeritus of Literacy Education at the University of Minnesota, and a member of the Reading Hall of Fame. Michael has authored and coauthored over a dozen books on vocabulary learning and instruction and on comprehension instruction. His recent books include Teaching Vocabulary to English-Language Learners, Fostering Comprehension in English Classes, and Reading and Responding in the Middle Grades.
Francine Johnston, EdD, is Assistant Professor of Curriculum and Instruction at the University of North Carolina at Greensboro, where she teaches courses in reading, language arts, and children's literature. Tutoring is a key part of her curriculum, as she believes that there is no better way to help preservice teachers learn how to teach beginning readers.
Marcia Invernizzi, PhD, is Associate Professor of Reading Education at the Curry School of Education, University of Virginia, where she also serves as Clinical Director of the McGuffey Reading Center. With Connie Juel, she cofounded the Book Buddies community volunteer tutorial program, which has served over 700 children since 1992. Dr. Invernizzi's research on the effectiveness of Book Buddies has been published in "The Reading Teacher "and "Scientific Studies of Reading,"
Connie Juel, PhD, is the Thomas G. Jewell Professor of Education at the Curry School of Education, University of Virginia, where she also serves as the Director of Studies in Learning to Read. She is codirector of the Center for the Improvement of Early Reading Achievement and a former Associate Editor of "Reading Research Quarterly," Cofounder with Marcia Invernizzi of the Book Buddies tutorial program, Dr. Juel has published numerous research articles, chapters, and books on literacy acquisition.
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Book Description Prentice Hall, 1998. Hardcover. Book Condition: New. Never used!. Bookseller Inventory # P110205263674
Book Description Allyn & Bacon, 1998. Hardcover. Book Condition: New. 1. Bookseller Inventory # DADAX0205263674