Teaching for Comprehension in Reading, Grades K?2: Strategies for Helping Children Read With Ease, Confidence, and Understanding

Pinnell, Gaysu; Scharer, Patrica; Pinnell, Gay; Scharer, Patricia L.; Scharer, Patricia

ISBN 10: 0439542588 / ISBN 13: 9780439542586

Published by Scholastic Teaching Resources (Theory and Practice), 2003

About this Item

Seller Inventory # 0439542588-4-24448704

Bibliographic Details

• Title: Teaching for Comprehension in Reading, Grades K?2: Strategies for Helping Children Read With Ease, Confidence, and Understanding
• Publisher: Scholastic Teaching Resources (Theory and Practice)
• Publication Date: 2003
• Language: English
• ISBN 10: 0439542588
• ISBN 13: 9780439542586
• Binding: Paperback
• Condition: Fair

About this title

Synopsis

Teach children to read deeply with the help of this powerful new book filled with classroom-tested, research-based strategies written in a clear and friendly style. The first part discusses the strategies and structures readers need to comprehend text—and the changes those readers experience as they move up the primary grades. The second part shows strategy instruction in action, in real classrooms, by master teachers. The third part focuses on how planning, organization, and management support instruction. It's all here.

About the Author

Gay Su Pinnell, Editor/Author, is Professor Emeritus at The Ohio State University. She has extensive experience in classroom teaching and field-based research, and has developed and implemented comprehensive approaches to literacy education. Her outstanding achievements include the International Reading Association's Albert J. Harris Award for research in reading, the Ohio Governor's Award for Education, and the Charles A. Dana Foundation Award. Pinnell is widely published in many education journals, and is the coauthor of many important literacy resources, including Guided Reading: Good First Teaching for All Children and Teaching for Comprehension in Reading, Grades K-2.

Patricia Scharer is an associate professor at The Ohio State University, where her research focuses on classroom use of children's literature and early literacy instruction. She is the coauthor of Rethinking Phonics: Making the Best Teaching Decisions (Heinemann, 2001).