Description
This book addresses crucial and controversial questions facing today's reading scholars, educators, and professionals. Demonstrating the diverse, and often divisive, opinions that characterize the field, leading contributors including--Isabel L. Beck, Vivian L. Gadsden, Taffy E. Raphael, Jane Hansen, Peter Afflerbach, P. David Pearson, Michael Pressley, Richard Anderson, and Marilyn Jager Adams--offer their insights and expertise on such issues as the phonics/whole language debate, the state of reading comprehension instruction, the validity of and need for standards and assessment, effective methods of teacher preparation, and family literacy.
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Fifteen chapters explore different influences, strategies, and methods employed in encouraging literacy in children. The chapters treat such issues as: the affects of home and community contexts on how children become engaged in literacy learning, evening the playing field by assuming that all children are learners, the three-cueing system of learning, a call to devote more attention to the area of comprehension, the value of talk in the classroom, a comparison of collaborative reasoning to more traditional approaches such as recitation, the use of writing to promote literacy, and methods of literacy assessment. Annotation c. by Book News, Inc., Portland, Or.
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