Teaching Children to Read
The Teacher Makes the Difference, with Revel -- Access Card Package
8th Edition
Will be published approx. on 29. January 2018
Book
Mixed media product
624 pages
978-0-13-469488-7 (ISBN)
Description
This package includes the Revel access card
A research-based, practical, comprehensive guide to teaching literacy in K-8 classrooms
In an era of rigorous standards, Revel (TM) Teaching Children to Read provides the essential information and strategies pre-service and new teachers need to help their students develop into capable and confident readers.
The importance of the teacher's role is emphasized in every chapter using seven pillars of effective reading instruction: Teacher Knowledge; Classroom Assessment; Evidence-Based Teaching Strategies; Response to Intervention (or Multi-Tiered Systems of Support); Motivation and Engagement; Technology and New Literacies; and Family and Community Connections. Filled with recommendations made by the Institute of Education Sciences' What Works Clearinghouse and links to IRIS Center instructional modules (in Revel), the 8th Edition provides the research-based tools and knowledge needed to plan and deliver up-to-date, effective reading instruction in today's classrooms.
Revel is Pearson's newest way of delivering our respected content. Fully digital and highly engaging, Revel replaces the textbook and gives students everything they need for the course. Informed by extensive research on how people read, think, and learn, Revel is an interactive learning environment that enables students to read, practice, and study in one continuous experience-for less than the cost of a traditional textbook.
NOTE: Before purchasing, check with your instructor to ensure you select the correct ISBN. Several versions of Pearson's products exist for each title, and registrations are not transferable. In addition to the access card included in this package, you will need a course invite link, provided by your instructor, to register for and use Revel.
Used books, rentals, and purchases made outside of Pearson
If purchasing or renting from companies other than Pearson, the access code for Revel may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase.
0134694880 / 9780134694887 Teaching Children to Read: The Teacher Makes the Difference, with Revel -- Access Card Package
Package consists of:
0134742451 / 9780134742458 Revel Teaching Children to Read: The Teacher Makes the Difference -- Access Card
0134742532 / 9780134742533 Teaching Children to Read: The Teacher Makes the Difference
A research-based, practical, comprehensive guide to teaching literacy in K-8 classrooms
In an era of rigorous standards, Revel (TM) Teaching Children to Read provides the essential information and strategies pre-service and new teachers need to help their students develop into capable and confident readers.
The importance of the teacher's role is emphasized in every chapter using seven pillars of effective reading instruction: Teacher Knowledge; Classroom Assessment; Evidence-Based Teaching Strategies; Response to Intervention (or Multi-Tiered Systems of Support); Motivation and Engagement; Technology and New Literacies; and Family and Community Connections. Filled with recommendations made by the Institute of Education Sciences' What Works Clearinghouse and links to IRIS Center instructional modules (in Revel), the 8th Edition provides the research-based tools and knowledge needed to plan and deliver up-to-date, effective reading instruction in today's classrooms.
Revel is Pearson's newest way of delivering our respected content. Fully digital and highly engaging, Revel replaces the textbook and gives students everything they need for the course. Informed by extensive research on how people read, think, and learn, Revel is an interactive learning environment that enables students to read, practice, and study in one continuous experience-for less than the cost of a traditional textbook.
NOTE: Before purchasing, check with your instructor to ensure you select the correct ISBN. Several versions of Pearson's products exist for each title, and registrations are not transferable. In addition to the access card included in this package, you will need a course invite link, provided by your instructor, to register for and use Revel.
Used books, rentals, and purchases made outside of Pearson
If purchasing or renting from companies other than Pearson, the access code for Revel may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase.
0134694880 / 9780134694887 Teaching Children to Read: The Teacher Makes the Difference, with Revel -- Access Card Package
Package consists of:
0134742451 / 9780134742458 Revel Teaching Children to Read: The Teacher Makes the Difference -- Access Card
0134742532 / 9780134742533 Teaching Children to Read: The Teacher Makes the Difference
More details
Edition
8th edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
College/higher education
Dimensions
Height: 282 mm
Width: 220 mm
Thickness: 25 mm
Weight
1227 gr
ISBN-13
978-0-13-469488-7 (9780134694887)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
About our authors Ray Reutzel is Dean of the College of Education at the University of Wyoming in Laramie. He was the Emma Eccles Jones Distinguished Professor and Endowed Chair of Early Literacy at Utah State University for 14 years. He has taught kindergarten, 1st grade, 3rd grade and 6th grade. Dr. Reutzel is the author of more than 225 refereed research reports, articles, books, book chapters and monographs published in The Elementary School Journal, Early Childhood Research Quarterly, Reading Research Quarterly, Journal of Literacy Research, Journal of Educational Research, Reading Psychology, Literacy Research and Instruction, Language Arts, Journal of Adolescent and Adult Literacy, and The Reading Teacher, among others. He has received over $16 million in research and professional development funding from private, state and federal agencies, including the Institute of Education Sciences and the U.S. Department of Education.
Dr. Reutzel is the past editor or coeditor of The Reading Teacher and Literacy Research and Instruction, and is the current Executive Editor of The Journal of Educational Research. He is author or co-author of several chapters published in the Handbook of Classroom Management, the Handbook of Research on Literacy and Diversity, and the Handbook of Reading Research (Vol. IV), and is editor of the Handbook of Research-Based Practice in Early Education, published by Guilford Press. His most recent book, Young Meaning Makers: Teaching Reading Comprehension, K through 2, published by Teachers College Press, explains how to use Construction-Integration Theory to inform the teaching of reading comprehension with young learners.
Dr. Reutzel received the 1999 A. B. Herr Award from the College Reading Association for outstanding research and published contributions to reading education. He was the recipient of the John C. Manning Public School Service Award from the International Reading Association in May 2007 for his many years of working in schools with teachers and children. He also served as past president of the College Reading Association/Association for Literacy Educators and Researchers, and as a member of the board of directors of the International Reading Association from 2007 to 2010. Dr. Reutzel was inducted as a member of the Reading Hall of Fame in 2011. From 2012 to 2015, he served on the Board of Directors of the Literacy Research Association. Dr. Reutzel was elected to serve as President of the Reading Hall of Fame for 2017 to 2018.
Robert B. Cooter, Jr., currently serves as Ursuline Endowed Professor and Dean of the Annsley Frazier Thornton School of Education at Bellarmine University in Louisville, Kentucky. From 2006 to 2011, he served as editor of The Reading Teacher, the largest circulation literacy education journal worldwide. His research is focused on the improvement of literacy acquisition for children living in poverty. In 2008, Professor Cooter received the A. B. Herr Award from the Association of Literacy Educators and Researchers for contributions to the field of literacy.
Earlier in his career, Professor Cooter served as an elementary classroom teacher and Title I reading specialist. In public school administration, he was appointed as the first "Reading Czar" (associate superintendent) for the Dallas Independent School District. He was also named Texas State Champion for Reading by the governor for development of the acclaimed Dallas Reading Plan for some 3,000 elementary school teachers. Professor Cooter later designed and served as principal investigator of the Memphis Striving Readers Program, a $16 million middle-school literacy research project funded by the U.S. Department of Education. In 2007, he and colleagues J. Helen Perkins and Kathleen Spencer Cooter were recipients of the Urban Impact Award from the Council of Great City Schools for their work in high-poverty schools.
Professor Cooter has authored or co-authored more than 20 books in reading education and more than 60 journal articles. His books include the best-selling Strategies for Reading Assessment and Instruction (coauthored with D. Ray Reutzel) used at over 200 universities; The Flynt-Cooter Comprehensive Reading Inventory, 2, a norm-referenced classroom reading assessment with English and Spanish versions; and Perspectives on Rescuing Urban Literacy Education: Spies, Saboteurs, and Saints. Professor Cooter is currently working on a new book with his wife and colleague, Professor Kathleen Cooter, titled Urban Literacy Education: Helping City Kids in Regular and Special Education Classrooms.
Professor Cooter lives in Prospect, Kentucky and enjoys family time with his bride, grandchildren and pups on their houseboat, Our Last Child. He sometimes appears in reunion concerts with The George Washington Bridge Band, a Nashville-based rock group he cofounded and toured with during the 1960s and 70s.
Dr. Reutzel is the past editor or coeditor of The Reading Teacher and Literacy Research and Instruction, and is the current Executive Editor of The Journal of Educational Research. He is author or co-author of several chapters published in the Handbook of Classroom Management, the Handbook of Research on Literacy and Diversity, and the Handbook of Reading Research (Vol. IV), and is editor of the Handbook of Research-Based Practice in Early Education, published by Guilford Press. His most recent book, Young Meaning Makers: Teaching Reading Comprehension, K through 2, published by Teachers College Press, explains how to use Construction-Integration Theory to inform the teaching of reading comprehension with young learners.
Dr. Reutzel received the 1999 A. B. Herr Award from the College Reading Association for outstanding research and published contributions to reading education. He was the recipient of the John C. Manning Public School Service Award from the International Reading Association in May 2007 for his many years of working in schools with teachers and children. He also served as past president of the College Reading Association/Association for Literacy Educators and Researchers, and as a member of the board of directors of the International Reading Association from 2007 to 2010. Dr. Reutzel was inducted as a member of the Reading Hall of Fame in 2011. From 2012 to 2015, he served on the Board of Directors of the Literacy Research Association. Dr. Reutzel was elected to serve as President of the Reading Hall of Fame for 2017 to 2018.
Robert B. Cooter, Jr., currently serves as Ursuline Endowed Professor and Dean of the Annsley Frazier Thornton School of Education at Bellarmine University in Louisville, Kentucky. From 2006 to 2011, he served as editor of The Reading Teacher, the largest circulation literacy education journal worldwide. His research is focused on the improvement of literacy acquisition for children living in poverty. In 2008, Professor Cooter received the A. B. Herr Award from the Association of Literacy Educators and Researchers for contributions to the field of literacy.
Earlier in his career, Professor Cooter served as an elementary classroom teacher and Title I reading specialist. In public school administration, he was appointed as the first "Reading Czar" (associate superintendent) for the Dallas Independent School District. He was also named Texas State Champion for Reading by the governor for development of the acclaimed Dallas Reading Plan for some 3,000 elementary school teachers. Professor Cooter later designed and served as principal investigator of the Memphis Striving Readers Program, a $16 million middle-school literacy research project funded by the U.S. Department of Education. In 2007, he and colleagues J. Helen Perkins and Kathleen Spencer Cooter were recipients of the Urban Impact Award from the Council of Great City Schools for their work in high-poverty schools.
Professor Cooter has authored or co-authored more than 20 books in reading education and more than 60 journal articles. His books include the best-selling Strategies for Reading Assessment and Instruction (coauthored with D. Ray Reutzel) used at over 200 universities; The Flynt-Cooter Comprehensive Reading Inventory, 2, a norm-referenced classroom reading assessment with English and Spanish versions; and Perspectives on Rescuing Urban Literacy Education: Spies, Saboteurs, and Saints. Professor Cooter is currently working on a new book with his wife and colleague, Professor Kathleen Cooter, titled Urban Literacy Education: Helping City Kids in Regular and Special Education Classrooms.
Professor Cooter lives in Prospect, Kentucky and enjoys family time with his bride, grandchildren and pups on their houseboat, Our Last Child. He sometimes appears in reunion concerts with The George Washington Bridge Band, a Nashville-based rock group he cofounded and toured with during the 1960s and 70s.
Content
Effective Reading Instruction
Developing Children's Oral Language to Support Literacy Instruction
Early Reading Instruction: Getting Started with the Foundations
Phonics and Word Recognition
Reading Fluency
Increasing Reading Vocabulary
Teaching Reading Comprehension
Writing
Evidence-Based Reading Programs and Tools
Assessment
Effective Reading Instruction and Organization in Grades K-3
Effective Disciplinary Literacy in Grades 4-8
Developing Children's Oral Language to Support Literacy Instruction
Early Reading Instruction: Getting Started with the Foundations
Phonics and Word Recognition
Reading Fluency
Increasing Reading Vocabulary
Teaching Reading Comprehension
Writing
Evidence-Based Reading Programs and Tools
Assessment
Effective Reading Instruction and Organization in Grades K-3
Effective Disciplinary Literacy in Grades 4-8