Preventing Misguided Reading: New Strategies for Guided Reading Teachers

Burkins, Jan Miller; Croft, Melody

ISBN 10: 0872078280 / ISBN 13: 9780872078284

Published by Corwin Press, 2010

About this Item

Seller Inventory # 0872078280-3-15731633

Bibliographic Details

• Title: Preventing Misguided Reading: New Strategies for Guided Reading Teachers
• Publisher: Corwin Press
• Publication Date: 2010
• Language: English
• ISBN 10: 0872078280
• ISBN 13: 9780872078284
• Binding: Paperback
• Edition: 2nd Edition
• Condition: Good
• Weight: 9 ounces

About this title

Synopsis

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.

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 isĀ 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 masters' 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.