How to Teach Reading to Elementary and Middle School Students: Practical Ideas from Highly Effective Teachers is a strategy-based text that successfully combines ideas from the classrooms of highly effective teachers with the latest findings from reading research. The integration of skilled practice with reading theory provides practical, useful techniques for teaching reading to students across a wide range of achievement levels.
The text strongly emphasizes information for developing early reading and spelling abilities, including techniques for nurturing phonemic awareness and emergent writing. Conveying the best practices for teaching reading throughout the elementary and middle school years, instructional ideas presented in this book are designed to ensure continued growth in reading skill a?? in word identification, including use of phonics and structural analysis; in sight vocabulary and meaning vocabulary development; in reading fluency; and in comprehension of narrative and informational based text. Suggestions for assessment of reading progress are integrated throughout the book and a full chapter comprehensively treats a wide variety of useful assessment techniques.
How to Teach Reading to Elementary and Middle School Students focuses on developing highly successful readers at various achievement levels in real-life classrooms. The authora??s acclaimed research findings on highly effective and influential teachers help this text to stand out among similar books on the market. These findings form the basis for instructional strategies developed throughout the book.
The book is a brief, practical guide for teachers who want or have to teach phonics. Phonological awareness and phonics are integrated so that the foundation of phonological awareness prepares students for phonics and makes the 2 areas reciprocal. In work with struggling readers, Dr. Gunning developed a system to build on what students know and teach them to analyze words independently. He also found that students need a lot of practice to become effective readers.
Phonological Awareness and Primary Phonics is a practical resource manual designed to provide step by step suggestions for assessing and instructing students in grades K-2 in phonological or phonemic awareness and phonics skills and strategies. This book provides an overview of phonological awareness and phonics, but goes far beyond that to present virtually everything a teacher might need in order to implement a high-quality, effective word analysis program.
This most successful informal reading inventory has been adapted to meet the strong demand for K-12 teachers to assess Spanish-speaking students in their native tongue. Since it can assess a student's reading competency in Spanish as well as English, this inventory is particularly valuable considering the influx of English as a Second Language (ESL) students and Spanish-speaking students in the public schools. Taking a constructivist approach, the authors combine both traditional and holistic methods to determine a student's reading level. This pragmatic, well-designed inventory can be used in undergraduate/graduate courses dealing with reading remediation, in public schools with Latino populations, and in ESL teacher training programs.
The Fifth Edition of Classrooms That Work emphasizes a core set of ideas across a variety of timely topics, providing a comprehensive, balanced treatment of instructional reading methods for struggling and culturally diverse students.
Best-selling authors Pat Cunninghama??s and Dick Allingtona??s clear and friendly writing style emphasizes the importance of promoting the integration of phonics and literature-based process writing and reading instruction to enhance ALL studentsa?? learning and reading skills. The book clarifies concepts, defines key terms, and offers just the right balance of research and practical coverage to make the content complete without being overwhelming. Chapter 4 addresses the topic of fostering fluency, providing teachers with a variety of ways to increase the amount of reading their students are doing and make sure that ALL students are learning to quickly and accurately read and spell the most common words. The authors also address how teachers can dramatically increase the amount of reading and writing their students do each day by incorporating literacy activities as teachers cover the content areas of math, science and social studies. Chapter 11 reflects the reality of the current student population in classrooms across America and suggests a variety of ways successful teachers differentiate their instruction to meet the needs of increasingly diverse classrooms.
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