Teaching Reading in the 21st Century (with Assessment and Instruction Booklet) (3rd Edition)

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9780205407378: Teaching Reading in the 21st Century (with Assessment and Instruction Booklet) (3rd Edition)

Maintaining and strengthening its commitment to a rich and balanced reading program, this edition deals with each of the topics emphasized by the National Reading Panel (NRP) and Reading First and goes well beyond those topics to present a truly comprehensive program of reading instruction. Informed by the latest research on topics ranging from phonemic awareness and phonics to teaching comprehension strategies and reader response, the book provides teachers with the knowledge, skills, and assessment strategies to successfully guide elementary students toward literacy for the 21st Century--the use of reading and writing for thinking, problem solving, and communicating. The text is rich in first-person accounts, classroom vignettes, and hands-on literacy activities. Some principal themes include balancing skills and more holistic approaches; fostering the love of reading; and successfully teaching all students--mainstream and minority, native speakers of English and English-language learners, and special needs and gifted--to become able and eager readers.

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From the Back Cover:

The Third Edition of Teaching Reading in the 21st Century Continues to Garner Praise:

“Teaching Reading in the 21st Century is outstanding in its comprehensive coverage of the theoretical foundations and research base underlying good practices in reading instruction, and its fair and even-minded treatment of controversial topics. ”
Professor Ian A.E. Wilkinson, The Ohio State University

“The chapters of Teaching Reading in the 21st Century conclude with excellent Extending Learning activities. The text is written at a good level for my students. The authors 'voice' makes the text extremely readable and friendly. ”
Professor Barbara C. Palmer, Florida State University

“ Teaching Reading in the 21st Century is definitely written with the student in mind. Students can focus clearly on the concepts without getting 'bogged down' by overly complex sentence structure and vocabulary. ”
Professor Nina L. Rynberg, Lake Superior State University

New to This Edition:

  • New “Strategies for the Classroom” features provide prospective teachers with practical, ready-to-use activities and sample lessons for teaching critical concepts.
  • Easily accessible information in the margins important to English Language Learners, technology links that reinforce literacy, and assessment strategies.
  • A New Assessments and Lesson Plans Booklet contains ready-to-use assessment instruments and lesson plans—packaged for free!
Your Authors

Michael F. Graves is Professor of Literacy Education and the Guy Bond Fellow in Reading at the University of Minnesota. He received his PhD in Education from Stanford University and his BA and MA in English from California State University at Long Beach. Prior to receiving his PhD, he taught English and reading at the junior and senior high school level in Long Beach and Fountain Valley, California. His research interests and areas of expertise include vocabulary development, comprehension instruction, and strategy instruction. He is the author of numerous articles and books on reading, including A Word Is a Word, Scaffolding Reading Experiences, Scaffolding Reading Experiences for English Language Learners, Reading and Learning in Content Areas, and The First R: Every Child's Right to Read. He has also served as editor of The Journal of Reading Behavior and as associate editor of Research in the Teaching of English.

Connie Juel is Professor of Education and Director of the Jeanne Chall Reading Lab in the Graduate School of Education at Harvard University. She received her PhD in Educational Psychology, her MA in Curriculum and Instruction, and her BA in Spanish from Stanford University. Prior to receiving her PhD, she taught at the primary grade level in Redwood City, California. Her research centers on literacy acquisition. She conducts longitudinal research designed to test models of literacy development which take into account both children's cognitive profiles and classroom instruction. She is the author of numerous articles and books, including Learning to Read and Write in One Elementary School, which details one of her well-known longitudinal studies of early reading. She has served as associate editor of Reading Research Quarterly, received the Oscar Causey Research Award from the National Reading Conference, and is a member of the International Reading Association's Reading Hall of Fame.

Bonnie Graves is a full-time education writer and author of thirteen children's books. She received her BA in English and Elementary Education at California State University at Long Beach, and has taken advanced work at the University of Minnesota. A former elementary school teacher, she has taught in second through seventh-grade classrooms in California, Colorado, and Minnesota and is the author of a host of educational materials, books, and articles on teaching reading. Her major area of expertise is in making literature enticing and accessible to beginning and middle-grade readers. Since the publication of her first children's book, The Best, Worst Day, in 1996, Graves has spoken about her work and the craft of writing to educators and to groups of children around the country. Her most recent children's books are Taking Care of Trouble, and California Condor: Flying Free.

About the Author:

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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