Knowledge to Support the Teaching of Reading
Preparing Teachers for a Changing World
1st Edition
Will be published approx. on 22. November 2005
Book
Hardback
336 pages
978-0-7879-7465-7 (ISBN)
Description
Basic reading proficiency is key to success in all content areas, but attending to students' literacy development remains a challenge for many teachers, especially after the primary grades. Knowledge to Support the Teaching of Reading presents recommendations for the essential knowledge about the development, acquisition, and teaching of language and literacy skills that teachers need to master and use. This important book is one result of an initiative of the National Academy of Education's Committee on Teacher Education, whose members have been charged with the task of creating a core knowledge base for teacher education.
More details
Language
English
Place of publication
New York
United States
Publishing group
John Wiley & Sons Inc
Target group
Professional and scholarly
Product notice
sewn/stitched
Cloth over boards
With dust jacket
Dimensions
Height: 241 mm
Width: 196 mm
Thickness: 22 mm
Weight
810 gr
ISBN-13
978-0-7879-7465-7 (9780787974657)
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
Other editions
Additional editions
Catherine Snow | Peg Griffin | M. Susan Burns
Knowledge to Support the Teaching of Reading
Preparing Teachers for a Changing World
Book
08/2007
Jossey-Bass
€33.00
Shipment within 10-20 days
Persons
THE EDITORS
CATHERINE E. SNOW is the Henry Lee Shattuck Professor at the Harvard Graduate School of Education. She conducts research on first and second language acquisition and literacy development in monolingual and bilingual children.
PEG GRIFFIN is a research affiliate of the Laboratory of Comparative Human Cognition of the University of California at San Diego. She studies language and literacy in various school subjects and in preschools.
M. SUSAN BURNS is co-coordinator of the Early Childhood Education Program in the College of Education and Human Development at George Mason University. She studies cognition, language, and literacy in the early childhood education of culturally, linguistically, and ability diverse children. In addition to the editors, the subcommittee includes Gina Cervetti, Claude Goldenberg, Louisa Moats, Annemarie Palincsar, P. David Pearson, Dorothy Strickland, and MaryEllen Vogt.
CATHERINE E. SNOW is the Henry Lee Shattuck Professor at the Harvard Graduate School of Education. She conducts research on first and second language acquisition and literacy development in monolingual and bilingual children.
PEG GRIFFIN is a research affiliate of the Laboratory of Comparative Human Cognition of the University of California at San Diego. She studies language and literacy in various school subjects and in preschools.
M. SUSAN BURNS is co-coordinator of the Early Childhood Education Program in the College of Education and Human Development at George Mason University. She studies cognition, language, and literacy in the early childhood education of culturally, linguistically, and ability diverse children. In addition to the editors, the subcommittee includes Gina Cervetti, Claude Goldenberg, Louisa Moats, Annemarie Palincsar, P. David Pearson, Dorothy Strickland, and MaryEllen Vogt.
Content
Preface ix
National Academy of Education's Reading Sub-Committee Members xi
Acknowledgments xiii
About the Authors xv
1 Yet Another Report About Teacher Education? 1
2 Students Change: What are Teachers to Learn About Reading Development? 15
3 Students Vary: How Can Teachers Address All Their Needs? 123
4 Students Encounter Difficulties: When Teachers Need Specialized Knowledge 161
5 Learning to Use Reading Assessments Wisely 177
6 A Model of Professional Growth in Reading Education 201
Appendix 225
References 235
Name Index 295
Subject Index 301
National Academy of Education's Reading Sub-Committee Members xi
Acknowledgments xiii
About the Authors xv
1 Yet Another Report About Teacher Education? 1
2 Students Change: What are Teachers to Learn About Reading Development? 15
3 Students Vary: How Can Teachers Address All Their Needs? 123
4 Students Encounter Difficulties: When Teachers Need Specialized Knowledge 161
5 Learning to Use Reading Assessments Wisely 177
6 A Model of Professional Growth in Reading Education 201
Appendix 225
References 235
Name Index 295
Subject Index 301