Solving Problems In The Teaching Of Literacy; 7 X 0.5 X 9.5 inches; 246 pages; highlighting on some pages. Previous owner's name on the half-title page. Very Good condition otherwise. No other noteworthy defects. ; - Your satisfaction is our priority. We offer free returns and respond promptly to all inquiries. Your item will be packaged with care and ship on the same or next business day. Buy with confidence.

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Bibliographic Details

Title: The Literacy Coach's Handbook A Guide to Research-Based Practice
Publisher: The Guilford Press, New York, NY
Publication Date: 2004
Language: English
ISBN 10: 1593850344
ISBN 13: 9781593850340
Binding: Paperback
Edition: First Edition; Second Printing.
Condition: Good+

About this title

Synopsis

This comprehensive guide addresses the fundamentals of designing and directing a high-quality elementary reading program. Step by step, the book provides the knowledge needed to ensure that teachers and students benefit from scientifically based reading research. Aided by reproducible figures and many detailed examples, preservice and practicing literacy coaches learn best practices for:

*Analyzing student achievement.

*Selecting new curricula, texts, and resources.

*Providing professional development.

*Assisting individual teachers.

*Engaging the whole school community in supporting positive change.

About the Author

Sharon Walpole, PhD, is Associate Professor in the School of Education at the University of Delaware. She has extensive school-based experience, including both high school teaching and elementary school administration. Dr. Walpole served as a research assistant and as a research associate at the Center for the Improvement of Early Reading Achievement (CIERA). She has also been involved in federally funded and homegrown schoolwide reform projects and participates in and studies the design and effects of schoolwide reforms, particularly those involving literacy coaches. The coauthor of two books and numerous articles, Dr. Walpole’s research interests include classroom- and school-level correlates of student achievement, particularly in schools engaged in improvement efforts.

Michael C. McKenna, PhD, is Thomas G. Jewell Professor of Reading at the University of Virginia. He is the author, coauthor, or editor of 15 books and more than 100 articles, chapters, and technical reports on a range of literacy topics. Dr. McKenna’s research has been sponsored by the National Reading Research Center and CIERA. He is the cowinner of National Reading Conference's Edward Fry Book Award and the American Library Association's Award for Outstanding Academic Books. He serves on the editorial board of Reading Research Quarterly, and has coedited themed issues of the Peabody Journal of Education and Reading and Writing Quarterly. Dr. McKenna’s research interests include comprehension in content settings, reading attitudes, technology applications, and beginning reading.

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446 New Paltz Rd, APT 6, Highland, NY, 12528, U.S.A.

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