Evidence-Based Reading Instruction for ALL Learners
A Guide for Teachers
Published on 28. February 2014
Book
Paperback/Softback
256 pages
978-0-13-714738-0 (ISBN)
Description
This concise yet comprehensive book presents proven, evidence-based practices for reading instruction in readily accessible language. With a clear and well-organized format ideal for regular referencing, Evidence-Based Reading Instruction for ALL Learners highlights the practical applications over emphasizing specific theories.
Perfect for use as a supplement and useful for instructing teachers who work at all grade levels, this first edition text covers research and practice regarding all five critical aspects of early reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Unlike most books about reading that might bog down techniques with theory, this book simply presents the rationale for teaching skills in these areas and how to teach students to be competent in each of them.
Perfect for use as a supplement and useful for instructing teachers who work at all grade levels, this first edition text covers research and practice regarding all five critical aspects of early reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Unlike most books about reading that might bog down techniques with theory, this book simply presents the rationale for teaching skills in these areas and how to teach students to be competent in each of them.
More details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 279 mm
Width: 203 mm
ISBN-13
978-0-13-714738-0 (9780137147380)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Persons
John Wills Lloyd teaches and conducts research at the University of Virginia. He has studied reading problems as a part of his work with the UVA Learning Disabilities Research Institute and the Center for the Improvement of Early Reading Achievement.
Margaret P. Weiss is Learning Specialist in the Student-Athlete Academic Support Services for Virginia Tech. In addition to serving as the co-editor of the Website TeachingLD, she is co-author of Learning Disabilities: Foundations, Characteristics, and Effective Teaching (Allyn & Bacon, 2004).
Margo Mastropieri, who is a University Professor at George Mason University, studies the inclusion of students with disabilities in general education. Among her many books are Teaching Students Ways to Remember: Strategies for Learning Mnemonically (Brookline Books, 1991), and The Inclusive Classroom: Strategies for Effective Teaching (Prentice Hall, 2006).
Michael C. McKenna is the Jewell Professor of Education at the University of Virginia. He has co-written many books, including Differentiated Reading Instruction: Strategies for the Primary Grades (Guilford Press, 2007) and Reading Research at Work: Foundations of Effective Practice (Guildford Press, 2006).
Margaret P. Weiss is Learning Specialist in the Student-Athlete Academic Support Services for Virginia Tech. In addition to serving as the co-editor of the Website TeachingLD, she is co-author of Learning Disabilities: Foundations, Characteristics, and Effective Teaching (Allyn & Bacon, 2004).
Margo Mastropieri, who is a University Professor at George Mason University, studies the inclusion of students with disabilities in general education. Among her many books are Teaching Students Ways to Remember: Strategies for Learning Mnemonically (Brookline Books, 1991), and The Inclusive Classroom: Strategies for Effective Teaching (Prentice Hall, 2006).
Michael C. McKenna is the Jewell Professor of Education at the University of Virginia. He has co-written many books, including Differentiated Reading Instruction: Strategies for the Primary Grades (Guilford Press, 2007) and Reading Research at Work: Foundations of Effective Practice (Guildford Press, 2006).