In Issues and Trends in Literacy Education, 5/e, well-respected authors Dick Robinson Mike McKenna, and Kristin Conradi pull together the research and opinions of some of todays leading literacy educators to give readers an authoritative look at all crucial aspects of reading and writing education. This edition is completely revised to include all new, current articles and readings, including new chapters on English language learners and technology, and the scrupulously researched material meets the NCATE/International Reading Association requirements for accreditation of graduate reading programs.
Recenzijos
"I WILL CONTINUE TO ADOPT THE TEXT BECAUSE IT'S THE ONLY ONE OF ITS KIND." Michael Moore "Students seem to find the text useful for learning about each area. It isn't just repetitious description of a topic. Instead, there are different points of view and ways to consider them." Carolyn Ann Walker
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vi | |
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1 | (21) |
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History of Phonics Instruction |
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6 | (16) |
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22 | (40) |
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What Is Fluent Reading and Why Is It Important? |
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24 | (13) |
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Teaching Reading Fluency to Struggling Readers: Method, Materials, and Evidence |
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37 | (10) |
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One-Minute Fluency Measures: Mixed Messages in Assessment and Instruction |
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47 | (15) |
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62 | (35) |
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Reading Through a Disciplinary Lens |
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66 | (6) |
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Reading Comprehension Instruction: Focus on Content or Strategies? |
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72 | (8) |
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Increasing Opportunities to Acquire Knowledge Through Reading |
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80 | (17) |
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97 | (33) |
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Vocabulary Development During Read-Alouds: Primary Practices |
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101 | (13) |
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The Vocabulary-Rich Classroom: Modeling Sophisticated Word Use to Promote Word Consciousness and Vocabulary Growth |
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114 | (11) |
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Closing the Vocabulary Gap |
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125 | (5) |
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130 | (29) |
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Improving Achievement for English Learners |
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133 | (20) |
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Supporting Content Learning for English Learners |
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153 | (6) |
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159 | (30) |
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What Matters for Elementary Literacy Coaching? Guiding Principles for Instructional Improvement and Students Achievement |
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162 | (13) |
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175 | (14) |
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189 | (34) |
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The "Adolescent" in Adolescent Literacy |
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196 | (14) |
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The Literacy Needs of Adolescents in Their Own Words |
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210 | (13) |
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223 | (18) |
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226 | (7) |
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Rethinking Online Reading Assessment |
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233 | (8) |
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241 | (32) |
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What Is Happening in the Teaching of Writing? |
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243 | (13) |
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Issues and Trends in Writing |
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256 | (17) |
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10 Response to Intervention |
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273 | (24) |
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Response to Intervention (RTI): What Teachers of Reading Need to Know |
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275 | (13) |
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Rethinking Response to Intervention (RTI) at Middle and High School |
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288 | (9) |
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| Name Index |
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297 | (5) |
| Subject Index |
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302 | |
Richard D. Robinson is Professor of Literacy Education at the University of MissouriColumbia. He is the author of 10 books and numerous articles on many areas of literacy development. His national prominence in the field of literacy has been acknowledged through many awards, such as the William H. Byler Distinguished Professor Award..
Michael C. McKenna is Thomas G. Jewell Professor of Reading at the University of Virginia. He has authored, coauthored, or edited 21 books and more than 100 articles, chapters, and technical reports on a range of literacy topics.
Kristin Conradi is a doctoral candidate at the University of Virginia. She has taught literacy in kindergarten, second, and fourth grades in high-poverty, inner city schools, and she has worked as a reading specialist in grades K-3. She has served as a clinician in the McGuffey Reading Clinic, where she has worked extensively with young children who suffer from severe reading problems.
