Reading Instruction That Works, Third Edition: The Case for Balanced Teaching (Solving Problems in the Teaching of Literacy) - Hardcover

Pressley, Michael

Hardcover

ISBN 10: 1593852290 ISBN 13: 9781593852290

Publisher: The Guilford Press, 2005

Synopsis

This widely adopted text provides a comprehensive guide to effective literacy instruction in the elementary grades. Distinguished scholar and educator Michael Pressley presents research-based, classroom-tested best practices for combining skills-based and whole-language approaches in the context of a highly motivating environment. The book explains the theoretical underpinnings of recommended strategies and techniques and shows how exemplary teachers actually put them into practice.

About this title

About the Author

Michael Pressley is University Distinguished Professor in Teacher Education, as well as Counselling, Educational Psychology, and Special Education, at Michigan State University.

Review

"No one does a better job of describing a truly balanced approach to reading instruction than Michael Pressley, particularly with the new chapters on fluency, vocabulary, and writing. If I had only ten books on reading on my bookshelves, this would be one of them."--Michael F. Graves, PhD, Department of Curriculum and Instruction, College of Education and Human Development, University of Minnesota

"After reading the third edition of this book, I knew that I had another valuable resource for my classroom. I was encouraged to find coverage of new aspects of reading instruction, including new research that is relevant to my students. Current instructional standards are reflected in the new chapters on fluency, vocabulary, and writing. I highly recommend this book to elementary teachers and special educators."--Sheri Louis, MA, Special Education Teacher, Westcott Junior High School, Westbrook, Maine

"Reading Instruction That Works, Third Edition, demonstrates once again how scholarship can inform instructional practice. With a keen analytical eye, Pressley takes disparate research findings and integrates them into a model of teaching children to read that goes well beyond the recommendations of the National Reading Panel. Moving thinking in the field forward, this third edition is an invaluable resource for both emerging scholars of literacy development and accomplished practitioners and researchers. The reader is left with an overarching sense of what is important: Pressley shows how effective literacy instruction begets engagement and how, as teachers learn to become excellent, 'they also seem to become agents of peace in children's lives.'"--Anne McGill-Franzen, PhD, Department of Theory and Practice in Teacher Education, and Reading Center, University of Tennessee  "This book is a tremendous resource for teachers and principals in school districts across the country. It emphasizes research-based practice in a manner that supports the importance of balanced reading instruction. Ideal for teachers' book groups and district-wide staff development initiatives, the book is also an important reference for reading specialists and reading supervisors. School districts could avoid a lot of 'bandwagons' by making use of the wealth of research in this text."--Carol S. Beers, School of Education, College of William and Mary; former Superintendent, Williamsburg-James City County (Virginia) Public Schools


"Pressley thoroughly defines and describes each type of instruction before showing how successful classrooms provide teacher support as children apply the skills they are learning." (Curriculum Connections 2005-12-02)

Edition details

• Publisher: The Guilford Press
• Publication date: 2005
• ISBN 10: 1593852290
• ISBN 13: 9781593852290
• Binding: Hardcover
• Language: English
• Edition number: 3
• Number of pages: 469