Description
[In this text], some of [the] core beliefs about reading and learning to read include the following: children use language to seek and construct meaning from what they read, hear, and view; reading, writing, speaking, listening, and viewing are interrelated and mutually supporting as children learn and use them; learning to read involves learning how to decode words quickly and accurately; children learn to read as they read to learn, enjoy, communicate, and solve problems; children need to be exposed toa broad spectrum of reading materials and literature, including electronic texts; children develop skills and strategies through explicit instruction and purposeful, meaningful use; children deserve assessment techniques and processes that mirror the authentic ways they demonstrate their continually developing literacy children benefit from classroom communities in which materials, curriculum, instruction, practice, and assessment celebrate their diverse constitutions; teachers, parents, and administrators should make decisions based on how children learn and how they can best be taught. [The text] continues to emphasize a contemporary, balanced approach to teaching reading and writing with a renewed emphasis on integrating technology, accommodating the needs of diverse learners, developing early and beginning readers with a strong focus on phonemic awareness and strategies for teaching phonics, and teaching young adolescents in middle school.-Pref.
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With its balanced approach to reading instruction, Reading and Learning to Read, 5/e, remains a comprehensive, active learning tool that encourages students to teach reading in ways that are both meaningful and reflective. Rather than emphasizing a traditional skills-based approach, this book focuses on teaching skills within a meaning-centered approach. This includes an emphasis on literature-based reading instruction, the integration of technology into the teaching of reading, and the integration of reading and writing instruction. This book continues to promote a contemporary, balanced approach to teaching reading and writing with a renewed emphasis on integrating technology, accommodating the needs of diverse learners, and teaching the middle school young adolescent. Given the increasingly focused interest on literacy standards in the teaching of reading world-wide, this edition also highlights practical examples and references that exemplify the International Reading Associations Standards for Reading Professionals. User friendly marginal icons highlight each of these new features, making them easy to locate for classroom discussion. Additionally, this updated edition features a new section in each chapter that discusses pertinent issues regarding struggling with readers, a recurring concern of classroom teachers. Web sites are also included at the end of each chapter that direct the reader to online practical resources on a variety topics. Designed for anyone interested in elementary reading methods, reading in the elementary school, and developmental reading.
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