Reading First in the Classroom

Written by teachers for teachers, Reading First in the Classroom provides a comprehensive exploration of Reading First legislation. Documenting all of the critical aspects of the legislation, the book includes a rich description of the act and its implications. It also delves into the true meaning of scientifically based research, how to find it, and how to evaluate it. Perhaps most importantly, all of the components of reading instruction are explained in full, including critical aspects related to assessment. The book provides historical perspectives and discusses the implications and issues surrounding the legislation.

The reviews are in…

“The authors have an excellent grasp of what classroom teachers need.”
Judy Mazur, Buena Vista Elementary

“Wow! All you need to know about reading… [including] excellent suggestions of things to do in classrooms to build phonemic awareness, phonics skills, fluency, and comprehension.”
Debra Price, Sam Houston State University

Written by teachers for teachers, Reading First in the Classroom provides a comprehensive exploration of Reading First legislation. Documenting all of the critical aspects of the legislation, the book includes a rich description of the act and its implications. It also delves into the true meaning of scientifically based research, how to find it, and how to evaluate it. Perhaps most importantly, all of the components of reading instruction are explained in full, including critical aspects related to assessment. The book provides historical perspectives and discusses the implications and issues surrounding the legislation.

Features

• Includes a detailed overview of each literacy component, along with its scientifically based research support and connections to practice.
• Each section ends with a checklist helping teachers assess their use of each element in their own classroom.
• Provides key information about the expectations of grants for scientifically based reading programs, assessments, professional development, and partnerships.
• Offers practical suggestions for teachers in working with state Reading First efforts.

About the authors

Diane Barone, who began her career as a primary grade teacher, is currently a professor of literacy at the University of Nevada, Reno. She conducts research in the area of children's literacy development and is the principal investigator for the Reading First grant in Nevada. Darrin Hardman currently works for the Nevada Department of Education where he serves as Co-Director of the Nevada Reading Excellence and Reading First grants. He has taught the second and third grades and was a site-based literacy specialist. Joan Taylor has been a long-time teacher in the Washoe County School District and is an instructor of literacy courses at the University of Nevada, Reno. She served as Assistant Director of Assessments, Program Accountability, and Curriculum at the Nevada Department of Education and authored Nevada's Reading First and Nevada Reading Excellence Act grants.