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Burkins and Croft help teachers prevent guided reading from going astray by presenting strategies, adaptations, and supports that help them work through common instructional problems.
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About the Author:
Jan Miller Burkins is currently completing her sixth year as a full-time coach at Chase Street Elementary School, Athens, Georgia. She has worked as a language arts consultant for a regional educational service agency, a district-level literacy coordinator, a reading specialist, and an elementary classroom teacher. Her work as a consultant has taken her into elementary, middle, and high schools where she has helped school leaders examine their reading instruction, modeled lessons, and facilitated professional learning. Burkins is also a part-time assistant professor at the University of Georgia, where she teaches classes to students pursuing graduate degrees in literacy education. She has also developed a series of courses for educators interested in becoming literacy coaches. Burkins is the author of Coaching for Balance: Meeting the Challenges of Literacy Coaching.
In 1989, Burkins received her undergraduate degree in early childhood education from Birmingham-Southern College in Birmingham, Alabama, and in 1993 her master’s from the University of Alabama. She later earned her reading specialist certification and her doctorate from the University of Kansas in 1999. Her dissertation, which was a meta-analysis of the research on phonemic awareness, was the Dissertation of the Year for the University of Kansas School of Education and one of three finalists for the International Reading Association’s Dissertation of the Year.
Review:
In 1989, Burkins received her undergraduate degree in early childhood education from Birmingham-Southern College in Birmingham, Alabama, and in 1993 her master’s from the University of Alabama. She later earned her reading specialist certification and her doctorate from the University of Kansas in 1999. Her dissertation, which was a meta-analysis of the research on phonemic awareness, was the Dissertation of the Year for the University of Kansas School of Education and one of three finalists for the International Reading Association’s Dissertation of the Year.
“Burkins and Croft offer a refreshingly honest and insightful accounting of working through their 'tricky parts,’ while providing practical ideas that teachers everywhere can carry into their own guided reading instruction.” (Tina Favors, Second-Grade Teacher )
“Rather than being a prescriptive how-to, this book encourages teachers to thoughtfully examine their guided reading instruction. Burkins and Croft strike the perfect balance between the theoretical and the practical, providing teachers with useful strategies that support students’ growth as readers while challenging teachers to examine their beliefs about guided reading.” (Allison Niedzwiecki, Kindergarten Teacher )
"A practical, accessible, and concise resource for teachers and literacy coaches. The concrete, thoroughly explained examples are presented with clear and specific directives for implementation. It’s refreshing to see the book’s emphasis on including comprehension instruction in early literacy programs. Preventing Misguided Reading fills a valuable need by providing K-2 teachers with a strong, yet concise overview of useful instructional strategies for small-group literacy instruction." (Maryann Mraz, Author of The Literacy Coach’s Companion, PreK–3 )
"There are a lot of confusions about how much should be included in a guided reading lesson and where it fits in with other elements of literacy instruction. Many teachers are working hard to refine their practice, and will appreciate this easy-to-access resource." (Lois A. Lanning, Assistant Superintendent of Schools, Pomperaug Regional School District, CT )
"This is a very empowering book, helping open teachers’ eyes to the research-supported fact that they are indeed the most important factor in student learning. I LOVE that it focuses on the teacher as a professional!"
(Amy Broemmel, Associate Professor )
“Rather than being a prescriptive how-to, this book encourages teachers to thoughtfully examine their guided reading instruction. Burkins and Croft strike the perfect balance between the theoretical and the practical, providing teachers with useful strategies that support students’ growth as readers while challenging teachers to examine their beliefs about guided reading.” (Allison Niedzwiecki, Kindergarten Teacher )
"A practical, accessible, and concise resource for teachers and literacy coaches. The concrete, thoroughly explained examples are presented with clear and specific directives for implementation. It’s refreshing to see the book’s emphasis on including comprehension instruction in early literacy programs. Preventing Misguided Reading fills a valuable need by providing K-2 teachers with a strong, yet concise overview of useful instructional strategies for small-group literacy instruction." (Maryann Mraz, Author of The Literacy Coach’s Companion, PreK–3 )
"There are a lot of confusions about how much should be included in a guided reading lesson and where it fits in with other elements of literacy instruction. Many teachers are working hard to refine their practice, and will appreciate this easy-to-access resource." (Lois A. Lanning, Assistant Superintendent of Schools, Pomperaug Regional School District, CT )
"This is a very empowering book, helping open teachers’ eyes to the research-supported fact that they are indeed the most important factor in student learning. I LOVE that it focuses on the teacher as a professional!"
(Amy Broemmel, Associate Professor )
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- PublisherCorwin Press
- Publication date2010
- ISBN 10 9780872078
- ISBN 13 9789780872076
- BindingPaperback
- Number of pages160
- Rating
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Preventing Misguided Reading: New Strategies for Guided Reading Teachers
Published by
Corwin Press
(2010)
ISBN 10: 9780872078
ISBN 13: 9789780872076
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Softcover
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Book Description Condition: Good. Item in good condition. Textbooks may not include supplemental items i.e. CDs, access codes etc. Seller Inventory # 00026163287
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