简介
Summary:
Publisher Summary 1
Presented in a reader-friendly, two-column format, the 36 edited articles collected here have been chosen to provide a balance between theory and classroom applications, and will be of interest to students and beginning K-12 teachers. In addition to a table of contents, article abstracts help readers find specific topics in areas such as planning literacy instruction, adolescent literacy, working with English language learners, and trends in new literacies and multiple literacies. Section introductions offer an overview of the section topic, and also provide instructional strategies to help readers understand the articles, with each strategy chosen to connect to the topic (for example, a vocabulary strategy for the vocabulary section). The book concludes with an annotated list of Internet resources. Full text versions of some of the book's articles can be found on a companion web site. Cappello and Moss teach education at San Diego State University. Annotation 漏2010 Book News, Inc., Portland, OR (booknews.com)
Publisher Summary 2
The latest research on literacy education-made more accessible!To help students and beginning teachers understand contemporary issues in literacy education, this book provides a collection of edited readings and accompanying strategies. The articles have been selected to provide a balance between readings that focus on key theoretical concerns and others that suggest classroom applications of those guiding principles.Key FeaturesThe text is organized into sections representing today's most important literacy concerns.The readings are contextualized with section introductions by the editors that provide an overview of each topic.Section introductions also include hands-on instructional strategies to help students negotiate the articles, promote overall comprehension, and apply the material in practice.Articles have been edited to be accessible and relevant to students, and they provide a variety of viewpoints on the issues raised. A selection of the articles is available in full-text form at www.sagepub.com/cappello.This text will help instructors integrate the latest research into their courses in a meaningful way and show students how to apply research and theory to practice.Includes Articles From the Following Journals:American Educational Research JournalAmerican EducatorCalifornia ReaderEducational LeadershipEducational PolicyEducation and Urban SocietyEnglish EducationEnglish JournalInternational Journal of Applied LinguisticsIntervention in School and ClinicJournal of Adolescent and Adult LiteracyJournal of Early Childhood LiteracyJournal of Educational PsychologyLanguage ArtsReading PsychologyReading Research QuarterlyThe Reading TeacherRELC JournalRemedial and Special EducationReview of Research in EducationWritten Communication
目录
Table Of Contents:
Article Abstracts ix
Preface xxi
Acknowledgments xxii
Advisory Board xxiii
Section I: Planning and Organizing Literacy Instruction 1(48)
The Reading Wars 3(22)
P. David Pearson
Johnny Won't Read, and Susie Won't Either: Reading Instruction and Student Resistance 25(18)
Rebecca Powell
Ellen McIntyre
Elizabeth Rightmyer
Releasing Responsibility 43(6)
Douglas Fisher
Nancy Frey
Section II: The Assessment/Instruction Relationship 49(32)
How Classroom Assessments Improve Learning 51(6)
Thomas R. Guskey
Principles for Literacy Assessment 57(12)
Peter Johnston
Paula Costello
Behind Test Scores: What Struggling Readers Really Need 69(12)
Sheila W. Valencia
Marsha Riddle Buly
Section III: Word Recognition 81(30)
What Can I Say Besides ``Sound It Out''? Coaching Word Recognition in Beginning Reading 85(12)
Kathleen F. Clark
Helping Children Link Sound to Print: Phonics Procedures for Small-Group or Whole-Class Settings 97(6)
Laurice M. Joseph
Phonemes in Use: Multiple Activities for a Critical Process 103(6)
Patrick C. Manyak
Teaching Spelling in the Primary Grades: A National Survey of Instructional Practices and Adaptations 109(2)
Steve Graham
Paul Morphy
Karen R. Harris
Barbara Fink-Chorzempa
Bruce Saddler
Susan Moran
Linda Mason
Section IV: Fluency 111(22)
Fluency: Bridge Between Decoding and Reading Comprehension 115(10)
John J. Pikulski
David J. Chard
Developing Reading Fluency With Repeated Reading 125(6)
William J. Therrien
Richard M. Kubina Jr.
Fluency: A Review of Developmental and Remedial Practices 131(2)
Melanie R. Kuhn
Steven A. Stahl
Section V: Vocabulary Development and Academic Language 133(36)
Nine Things Every Teacher Should Know About Words and Vocabulary Instruction 137(8)
Karen Bromley
Ten Important Words Plus: A Strategy for Building Word Knowledge 145(4)
Ruth Helen Yopp
Hallie Kay Yopp
Vocabulary Assessment: What We Know and What We Need to Learn 149(18)
P. David Pearson
Elfrieda H. Hiebert
Michael L. Kamil
Teacher Practices and Perspectives for Developing Academic Language 167(2)
Jeff Zwiers
Section VI: Comprehension 169(42)
What Every Teacher Needs to Know About Comprehension 171(10)
Laura S. Pardo
Scaffolding Students' Comprehension of Text 181(12)
Kathleen F. Clark
Michael F. Graves
Teaching Expository Text Structures Through Information Trade Book Retellings 193(12)
Barbara Moss
New Dimensions of Content Area Literacy: Not Just for Secondary Teachers Anymore 205(6)
Karen D. Wood
Section VII: Adolescent Literacy 211(22)
Rethinking Middle School Reading Instruction: A Basic Literacy Activity 213(10)
William E. Blanton
Karen D. Wood
D. Bruce Taylor
Evaluating the Interventions for Struggling Adolescent Readers 223(10)
Douglas Fisher
Gay Ivey
Section VIII: Writing 233(34)
Supporting Independent Writing: A Continuum of Writing Instruction 237(8)
Marva Cappello
Beyond Strategies: Teacher Practice, Writing Process, and the Influence of Inquiry 245(20)
Anne Whitney
Sheridan Blau
Alison Bright
Rosemary Cabe
Tim Dewar
Jason Levin
Roseanne Macias
Paul Rogers
Writing Into the 21st Century: An Overview of Research on Writing, 1999 to 2004 265(2)
Mary M. Juzwik
Svjetlana Curcic
Kimberly Wolbers
Kathleen D. Moxley
Lisa M. Dimling
Rebecca K. Shankland
Section IX: Working With English Language Learners 267(32)
Language Education: Past, Present, and Future 269(6)
Stephen Krashen
Teaching English Language Learners: What the Research Does---and Does Not---Say 275(18)
Claude Goldenberg
A Framework for Robust Literacy Instruction for English Learners 293(4)
Patrick C. Manyak
English Learners: Key Issues 297(2)
Richard R. Verdugo
Brittney Flores
Section X: Differentiating Instruction/Universal Access 299(14)
Reconcilable Differences? Standards-Based Teaching and Differentiation 301(6)
Carol Ann Tomlinson
Differentiating Standards-Based Education for Students With Diverse Needs 307(6)
John J. Hoover
James R. Patton
Section XI: Trends: New Literacies/Multiple Literacies 313(30)
Discussing New Literacies 315(10)
Michele Knobel
Colin Lankshear
Finding Space and Time for the Visual in K-12 Literacy Instruction 325(8)
Dawnene D. Hassett
Melissa B. Schieble
Literacy Inquiry and Pedagogy Through a Photographic Lens 333(8)
Marva Cappello
Sandra Hollingsworth
Multimodality and Literacy in School Classrooms 341(2)
Carey Jewitt
References and Endnotes 343(38)
Internet Resources 381(4)
Index 385(14)
About the Editors 399
Article Abstracts ix
Preface xxi
Acknowledgments xxii
Advisory Board xxiii
Section I: Planning and Organizing Literacy Instruction 1(48)
The Reading Wars 3(22)
P. David Pearson
Johnny Won't Read, and Susie Won't Either: Reading Instruction and Student Resistance 25(18)
Rebecca Powell
Ellen McIntyre
Elizabeth Rightmyer
Releasing Responsibility 43(6)
Douglas Fisher
Nancy Frey
Section II: The Assessment/Instruction Relationship 49(32)
How Classroom Assessments Improve Learning 51(6)
Thomas R. Guskey
Principles for Literacy Assessment 57(12)
Peter Johnston
Paula Costello
Behind Test Scores: What Struggling Readers Really Need 69(12)
Sheila W. Valencia
Marsha Riddle Buly
Section III: Word Recognition 81(30)
What Can I Say Besides ``Sound It Out''? Coaching Word Recognition in Beginning Reading 85(12)
Kathleen F. Clark
Helping Children Link Sound to Print: Phonics Procedures for Small-Group or Whole-Class Settings 97(6)
Laurice M. Joseph
Phonemes in Use: Multiple Activities for a Critical Process 103(6)
Patrick C. Manyak
Teaching Spelling in the Primary Grades: A National Survey of Instructional Practices and Adaptations 109(2)
Steve Graham
Paul Morphy
Karen R. Harris
Barbara Fink-Chorzempa
Bruce Saddler
Susan Moran
Linda Mason
Section IV: Fluency 111(22)
Fluency: Bridge Between Decoding and Reading Comprehension 115(10)
John J. Pikulski
David J. Chard
Developing Reading Fluency With Repeated Reading 125(6)
William J. Therrien
Richard M. Kubina Jr.
Fluency: A Review of Developmental and Remedial Practices 131(2)
Melanie R. Kuhn
Steven A. Stahl
Section V: Vocabulary Development and Academic Language 133(36)
Nine Things Every Teacher Should Know About Words and Vocabulary Instruction 137(8)
Karen Bromley
Ten Important Words Plus: A Strategy for Building Word Knowledge 145(4)
Ruth Helen Yopp
Hallie Kay Yopp
Vocabulary Assessment: What We Know and What We Need to Learn 149(18)
P. David Pearson
Elfrieda H. Hiebert
Michael L. Kamil
Teacher Practices and Perspectives for Developing Academic Language 167(2)
Jeff Zwiers
Section VI: Comprehension 169(42)
What Every Teacher Needs to Know About Comprehension 171(10)
Laura S. Pardo
Scaffolding Students' Comprehension of Text 181(12)
Kathleen F. Clark
Michael F. Graves
Teaching Expository Text Structures Through Information Trade Book Retellings 193(12)
Barbara Moss
New Dimensions of Content Area Literacy: Not Just for Secondary Teachers Anymore 205(6)
Karen D. Wood
Section VII: Adolescent Literacy 211(22)
Rethinking Middle School Reading Instruction: A Basic Literacy Activity 213(10)
William E. Blanton
Karen D. Wood
D. Bruce Taylor
Evaluating the Interventions for Struggling Adolescent Readers 223(10)
Douglas Fisher
Gay Ivey
Section VIII: Writing 233(34)
Supporting Independent Writing: A Continuum of Writing Instruction 237(8)
Marva Cappello
Beyond Strategies: Teacher Practice, Writing Process, and the Influence of Inquiry 245(20)
Anne Whitney
Sheridan Blau
Alison Bright
Rosemary Cabe
Tim Dewar
Jason Levin
Roseanne Macias
Paul Rogers
Writing Into the 21st Century: An Overview of Research on Writing, 1999 to 2004 265(2)
Mary M. Juzwik
Svjetlana Curcic
Kimberly Wolbers
Kathleen D. Moxley
Lisa M. Dimling
Rebecca K. Shankland
Section IX: Working With English Language Learners 267(32)
Language Education: Past, Present, and Future 269(6)
Stephen Krashen
Teaching English Language Learners: What the Research Does---and Does Not---Say 275(18)
Claude Goldenberg
A Framework for Robust Literacy Instruction for English Learners 293(4)
Patrick C. Manyak
English Learners: Key Issues 297(2)
Richard R. Verdugo
Brittney Flores
Section X: Differentiating Instruction/Universal Access 299(14)
Reconcilable Differences? Standards-Based Teaching and Differentiation 301(6)
Carol Ann Tomlinson
Differentiating Standards-Based Education for Students With Diverse Needs 307(6)
John J. Hoover
James R. Patton
Section XI: Trends: New Literacies/Multiple Literacies 313(30)
Discussing New Literacies 315(10)
Michele Knobel
Colin Lankshear
Finding Space and Time for the Visual in K-12 Literacy Instruction 325(8)
Dawnene D. Hassett
Melissa B. Schieble
Literacy Inquiry and Pedagogy Through a Photographic Lens 333(8)
Marva Cappello
Sandra Hollingsworth
Multimodality and Literacy in School Classrooms 341(2)
Carey Jewitt
References and Endnotes 343(38)
Internet Resources 381(4)
Index 385(14)
About the Editors 399
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