Teaching Children to Read and Write: Becoming an Effective Literacy Teacher (4th Edition)

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9780205435555: Teaching Children to Read and Write: Becoming an Effective Literacy Teacher (4th Edition)

Teaching Children to Read and Write takes an evidence-based approach to the theories and methods needed to become an effective literacy teacher. The fourth edition emphasizes the characteristics of the effective literacy teacher, one who engages, motivates, and helps his/her students. The effective literacy teacher also relies on teaching strategies that are up-to-date and proven by research to work. The effective literacy teacher must also understand the essential foundations of literacy teaching, and Teaching Children to Read and Write presents comprehensive information about the theories, approaches, data, and standards needed to ensure that students are well-prepared to teach literacy in today¿s educational environment!

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From the Back Cover:

The Fourth Edition of Teaching Children to Read and Write takes an evidence-based approach to the theories and methods needed to become an effective literacy teacher.

What do literacy professors love about this book?

The addition of evidence-based strategies is crucial. Pre-service teachers need to see a direct connection between strategies that they are learning and the evidence that is behind the strategies. The adaptations for struggling and delayed readers are a strong addition to the fourth edition. . . . Ruddell gives strong examples of possible differentiation strategies.
Roxanne Sorrick, Hiram College

I welcome the inclusion of ‘adaptation of strategies for delayed readers’ for each of the instructional strategies. It is an excellent idea to include ‘Evidence-Based Practice’ throughout the chapters to point out and explain the research that supports the use of certain instructional strategies or assessment tools. Including the IRA Professional Standards at the end of each chapter is an excellent idea.
Anna Chee, California State University Los Angeles

Professional Standards feature is clearly connected to what we outline on our course syllabus for the state and national standards. I appreciate the updated research references! I welcome the changes set forth in the revision the updated terms, visual cues, delayed readers sections, and overall updates.
Martha M. Decker, Morehead State University

What's New in the Fourth Edition?

  • Research and Evidence-Based Practice feature provides information on the most up-to-date studies and results in literacy education.
  • Evidence-Based Practice icons throughout the text denote strategies with proven effectiveness.
  • Delayed Reader Adaptations offer specific strategies for use with students whose literacy progress is delayed, including English language learners.
  • Professional Standards feature at the conclusion of each chapter describes the International Reading Association Professional Standards relevant to that chapter.

About the Author:

Robert Ruddell is Professor Emeritus of the Language, Literacy, and Culture Faculty Group at the University of California at Berkeley.   He has taught    a wide range of courses in reading and language development and directed the Advanced Reading-Language Leadership Program.

Professor Ruddell has successfully combined his work in public schools with his university teaching and research.   He  has worked with teachers in schools both in the inner city and in rural areas.  He has lectured and conducted workshops for teachers in each of the fifty states, as well as in England, Sweden, Germany, Australia, Canada, and the Ivory Coast.

Professor Ruddell is the recipient of the International Reading Association’s William S. Gray Citation of Merit, recognizing lifetime achievement and leadership contributions to the field of reading and literacy development.  He also received the Oscar S. Causey  Research Award from the National Reading Conference recognizing his research on effective and influential literacy teachers.  He has received the Crystal Apple award from the California Reading Association for his teaching and research work, has been President of the International Reading Association’s  Reading Hall of Fame and has served on the IRA Board of Directors.

Professor Ruddell is author of the fourth edition of the widely used literacy methods text Teaching Children to Read and Write: Becoming an Effective Literacy Teacher (2006)He is senior editor (with Normal Unrau) of Theoretical Models and Processes of Reading, now in its fifth edition (2004).  His articles have appeared in The Reading Teacher and Language Arts as well as in a variety of research journals and yearbooks.  Dr. Ruddell’s  research and teaching interests are focused on the development of children’s word identification skills, comprehension and critical thinking, reader engagement and motivation, and the study of effective and influential teachers.  He can be contacted at rruddell@berkeley.edu .

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