Rebuilding the Foundation: Effective Reading Instruction for 21st Century Literacy (Leading Edge)

This book is part of The Leading Edge™ series.

Teaching reading is a complex task without a simple formula for developing quality instruction. The authors present a deep and thoughtful conversation about what is meant by effective reading instruction for all students. Rather than build on or alter existing models, this book considers how educators and policymakers might think about rebuilding and reconceptualizing reading education, perhaps from the ground up.

Benefits:

• Think more broadly about what constitutes effective teaching and teachers of reading.
• Find out what literacy-rich classrooms look like, and examine case studies of teachers using comprehensive exemplary instruction in the early grades for beginning readers.
• Learn about nine classroom practices that nurture and enhance students reading motivation and achievement.
• Attain general guidelines for choosing classroom reading materials, and outline age-specific ideas about key materials for elementary, middle, and high school classrooms.
• Study research about vocabulary instruction for all students, including English learners, and discover the potential role of technology.
• Examine the different purposes and audiences for reading assessment, the formative and summative nature of assessment, and the focus of assessment.

Contents:
Chapter 1: Principles of Effective Reading Instruction
Chapter 2: Motivation in the School Reading Curriculum
Chapter 3: Materials in the School Reading Curriculum
Chapter 4: Developing Effective Reading Curricula for Beginning Readers and Primary Grades
Chapter 5: Developing Effective Reading Curricula Beyond the Primary Grades
Chapter 6: Developing Effective Reading Curricula for Struggling Readers
Chapter 7: Teaching Phonemic Awareness, Word Recognition, and Spelling
Chapter 8: Teaching Reading Fluency
Chapter 9: Teaching Vocabulary
Chapter 10: Teaching Comprehension
Chapter 11: Reading With a Writer's Eye
Chapter 12: Content-Area Reading Instruction
Chapter 13: Assessing Reading
Chapter 14: The Reading Coach: Professional Development and Literacy Leadership in the School

Timothy V. Rasinski, PhD, is a professor of literacy education at Kent State University. As a researcher, author, consultant, and presenter, he focuses on reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. Dr. Rasinski's research on reading has been cited by the National Reading Panel and published in Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. He has also taught literacy education at the University of Georgia and was an elementary and middle school classroom and Title I teacher in Nebraska for several years.

Dr. Rasinski served a three-year term on the board of directors of the International Reading Association. From 1992 to 1999, he was coeditor of The Reading Teacher, the world's most widely read journal of literacy education. He has also served as coeditor of the Journal of Literacy Research. Dr. Rasinski is former president of the College Reading Association, and he has won the A. B. Herr and Laureate awards from the College Reading Association for his scholarly contributions to literacy education. In 2010, he was elected to the International Reading Hall of Fame.

Dr. Rasinski has written more than 200 articles and authored, coauthored, or edited over 50 books or curriculum programs on reading education, including the best-selling book The Fluent Reader and the award-winning program Fluency First.

Contributors: Peter Afflerbach, Richard L. Allington, Rita M. Bean, Donald R. Bear, Camille L.Z. Blachowicz, Ruth Culham, Patricia M. Cunningham, Peter J. Fisher, Linda B. Gambrell, James V. Hoffman, Lesley Mandel Morrow, Maureen McLaughlin, Maryann Mraz, P. David Pearson, Timothy V. Rasinski, Timothy Shanahan, William H. Teale, Shane Templeton, Richard T. Vacca, Susan Watts-Taffe, Junko Yokota