Explaining Reading, Second Edition: A Resource for Teaching Concepts, Skills, and Strategies (Solving Problems in the Teaching of Literacy)

Gerald G. Duffy

ISBN 10: 1606230751 / ISBN 13: 9781606230756

Published by The Guilford Press, 2009

About this Item

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Bibliographic Details

• Title: Explaining Reading, Second Edition: A Resource for Teaching Concepts, Skills, and Strategies (Solving Problems in the Teaching of Literacy)
• Publisher: The Guilford Press
• Publication Date: 2009
• Language: English
• ISBN 10: 1606230751
• ISBN 13: 9781606230756
• Binding: paperback
• Edition: 2nd Edition
• Condition: Very Good

About this title

Synopsis

This bestselling teacher resource and widely adopted text demonstrates the "whats," "whys," and "how-tos" of explicit reading instruction for struggling K–8 learners. The book describes 23 skills and strategies associated with vocabulary, comprehension, word recognition, and fluency. Ways to explain each skill or strategy are illustrated in real-world examples that teachers can use as starting points for their own lessons. Retaining the straight-talking style that made the prior edition so popular, the second edition has been revised and updated to reflect reader feedback and the latest research.

About the Author

Gerald G. Duffy, EdD, is the William Moran Distinguished Professor of Literacy and Reading at the University of North Carolina at Greensboro. Dr. Duffy spent 25 years teaching teachers how to teach reading and conducting research on classroom reading instruction at Michigan State University, where he was a Senior Researcher in the Institute for Research on Teaching and where he holds the rank of Professor Emeritus. He is also a former elementary and middle school teacher. A past President of the National Reading Conference and a member of the Reading Hall of Fame, Dr. Duffy has worked with teachers and children across the United States and overseas, has written and edited several books on reading instruction, and has published over 150 articles and research studies, with an emphasis on explicit teaching and teacher development.