Teaching Children to Read
The Teacher Makes the Difference Plus MyEducationLab with Pearson eText -- Access Card Package
6th Edition
Published on 1. August 2012
Book
Mixed media product
640 pages
978-0-13-300749-7 (ISBN)
Description
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--The new 6th edition of the highly popular, market-leading Teaching Children to Read, 6/e is a must-have resource for pre-service and new teachers alike. It presents a comprehensive, evidence-based approach to reading instruction that reinforces the centrality of the teacher's role in every aspect of teaching and learning. The authors organize each chapter into seven pillars of evidence-based, effective reading instruction: Teacher Knowledge, Assessment, Evidence-Based Instruction Practices, Response to Intervention, Family and Community Connections, and, new to this edition, Motivation and Engagement, and Technology and New Literacies. The book uses color-coding for each of the seven pillars making navigation of each chapter easy and accessible.
ISBN 0133007499 / 9780133007497 Teaching Children to Read: The Teacher Makes the Difference Plus MyEducationLab with Pearson eText
Package consists of:
0132566060 / 9780132566063 Teaching Children to Read: The Teacher Makes the Difference
0133040941 / 9780133040944 NEW MyEducationLab with Pearson eText -- Standalone Access Card -- for Teaching Children to Read: The Teacher Makes the Difference
Packages
Access codes for Pearson's MyLab & Mastering products may not be included when purchasing or renting from companies other than Pearson; check with the seller before completing your purchase.
Used or rental books
If you rent or purchase a used book with an access code, the access code may have been redeemed previously and you may have to purchase a new access code.
Access codes
Access codes that are purchased from sellers other than Pearson carry a higher risk of being either the wrong ISBN or a previously redeemed code. Check with the seller prior to purchase.
--The new 6th edition of the highly popular, market-leading Teaching Children to Read, 6/e is a must-have resource for pre-service and new teachers alike. It presents a comprehensive, evidence-based approach to reading instruction that reinforces the centrality of the teacher's role in every aspect of teaching and learning. The authors organize each chapter into seven pillars of evidence-based, effective reading instruction: Teacher Knowledge, Assessment, Evidence-Based Instruction Practices, Response to Intervention, Family and Community Connections, and, new to this edition, Motivation and Engagement, and Technology and New Literacies. The book uses color-coding for each of the seven pillars making navigation of each chapter easy and accessible.
ISBN 0133007499 / 9780133007497 Teaching Children to Read: The Teacher Makes the Difference Plus MyEducationLab with Pearson eText
Package consists of:
0132566060 / 9780132566063 Teaching Children to Read: The Teacher Makes the Difference
0133040941 / 9780133040944 NEW MyEducationLab with Pearson eText -- Standalone Access Card -- for Teaching Children to Read: The Teacher Makes the Difference
More details
Edition
6th edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Weight
1066 gr
ISBN-13
978-0-13-300749-7 (9780133007497)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Other editions
Previous edition
Book
06/2007
5th Edition
Pearson
€70.55
Article exhausted; check for reprint
Persons
D. Ray Reutzel is currently the Emma Eccles Jones Endowed Chair and Distinguished Professor of Early Childhood Literacy Education and Director of the Emma Eccles Jones Center for Early Childhood Education at Utah State University. He works with teachers and children in public schools across the nation. A former Provost and Vice President for Academic Affairs at Southern Utah University; Associate Dean of Teacher Education in the David O. McKay School of Education; and former Chair of the Department of Elementary Education at Brigham Young University, Professor Reutzel received the 1992 Karl G. Maeser Distinguished Research Professor Award while at BYU. Ray has taught in Kindergarten, 1st grade, 3rd grade, and 6th grade.
Dr. Reutzel is the author of more than 185 articles, books, book chapters, and monographs and has published in such journals as Early Childhood Research Quarterly, The Elementary School Journal, Reading Research Quarterly, Journal of Reading Behavior, Journal of Literacy Research, Journal of Educational Research, Reading Psychology, Reading and Writing Quarterly, Reading Research and Instruction, Language Arts, Journal of Reading, and The Reading Teacher, Instructor, among others. He is the past Editor of Literacy Research and Instruction and the The Reading Teacher journals, and co-author of several best selling college textbooks.
Dr. Robert B. Cooter, Jr. serves as Dean of the Annsley Frazier Thornton School of Education and Ursuline Endowed Chair of Teacher Education at Bellarmine University in Louisville, Kentucky. Author of numerous books and articles on reading instruction, his primary research focuses on the improvement of literacy instruction for children living at the poverty level.
From 2006-2011 Dr. Cooter was co-editor of The Reading Teacher, the world's largest circulation refereed journal for literacy educators (International Reading Association). In the public schools, Dr. Cooter previously served as the first "Reading Czar" (associate superintendent) for the Dallas Independent School District (TX). In 2007, he and colleagues J. Helen Perkins and Kathleen Spencer Cooter received the Urban Impact Award from the Council of Great City Schools. His latest work involves the implementation of a new Ph.D. program at Bellarmine University focused on developing "change agents" interested in improving education outcomes for children living in poverty circumstances.
Dr. Reutzel is the author of more than 185 articles, books, book chapters, and monographs and has published in such journals as Early Childhood Research Quarterly, The Elementary School Journal, Reading Research Quarterly, Journal of Reading Behavior, Journal of Literacy Research, Journal of Educational Research, Reading Psychology, Reading and Writing Quarterly, Reading Research and Instruction, Language Arts, Journal of Reading, and The Reading Teacher, Instructor, among others. He is the past Editor of Literacy Research and Instruction and the The Reading Teacher journals, and co-author of several best selling college textbooks.
Dr. Robert B. Cooter, Jr. serves as Dean of the Annsley Frazier Thornton School of Education and Ursuline Endowed Chair of Teacher Education at Bellarmine University in Louisville, Kentucky. Author of numerous books and articles on reading instruction, his primary research focuses on the improvement of literacy instruction for children living at the poverty level.
From 2006-2011 Dr. Cooter was co-editor of The Reading Teacher, the world's largest circulation refereed journal for literacy educators (International Reading Association). In the public schools, Dr. Cooter previously served as the first "Reading Czar" (associate superintendent) for the Dallas Independent School District (TX). In 2007, he and colleagues J. Helen Perkins and Kathleen Spencer Cooter received the Urban Impact Award from the Council of Great City Schools. His latest work involves the implementation of a new Ph.D. program at Bellarmine University focused on developing "change agents" interested in improving education outcomes for children living in poverty circumstances.
Content
Preface
PART ONE
CHAPTER ONE Effective Reading Instruction: The Teacher Makes the Difference
PART TWO
CHAPTER TWO Developing Children's Oral Language
CHAPTER THREE Early Reading Instruction: Getting Started with the Essentials
CHAPTER FOUR Phonics and Word Recognition: Learning to Read Words
CHAPTER FIVE Reading Fluency
CHAPTER SIX Increasing Reading Vocabulary
CHAPTER SEVEN Teaching Reading Comprehension
CHAPTER EIGHT Writing
PART THREE
CHAPTER NINE Evidence-Based Programs, Interventions, and Standards for Reading Instruction
CHAPTER TEN Assessment
PART FOUR
CHAPTER ELEVEN Effective Reading Instruction and Organization in Grades K-3
CHAPTER TWELVE Effective Academic Literacy Instruction in Grades 4-8
References
Name Index
Subject Index
PART ONE
CHAPTER ONE Effective Reading Instruction: The Teacher Makes the Difference
PART TWO
CHAPTER TWO Developing Children's Oral Language
CHAPTER THREE Early Reading Instruction: Getting Started with the Essentials
CHAPTER FOUR Phonics and Word Recognition: Learning to Read Words
CHAPTER FIVE Reading Fluency
CHAPTER SIX Increasing Reading Vocabulary
CHAPTER SEVEN Teaching Reading Comprehension
CHAPTER EIGHT Writing
PART THREE
CHAPTER NINE Evidence-Based Programs, Interventions, and Standards for Reading Instruction
CHAPTER TEN Assessment
PART FOUR
CHAPTER ELEVEN Effective Reading Instruction and Organization in Grades K-3
CHAPTER TWELVE Effective Academic Literacy Instruction in Grades 4-8
References
Name Index
Subject Index