Creating Literacy Instruction for All Students in Grades 4 to 8 - Tapa blanda

Acerca del autor

Thomas G. Gunning has taught courses in methods of teaching reading and writing for more than 20 years and was director of the Reading Clinic at Southern Connecticut State University. Before that, as a secondary English teacher, a reading specialist, and an elementary school reading consultant, he worked extensively with achieving and struggling readers and writers. Dr. Gunning, who recently served as a Reading First consultant, is currently working with elementary and middle school students to help them develop higher level literacy skills, as well as serving as an adjunct professor in the Reading/Language Arts Department at Central Connecticut State University. Over the years, Dr. Gunning’s research has explored reading interests, informal reading inventories, decoding strategies, readability, higher-level literacy skills, and response to intervention. As a result of this research, he has created a number of informal assessments and programs for developing decoding and comprehension skills.

De la contraportada

In this book, renowned author Thomas Gunning combines theory with practical, step-by-step guidance, sample lessons, numerous reinforcement suggestions, and generous recommendations for specific children’s books and other reading materials to prepare readers to teach all major aspects of reading and writing—including the new literacies—to students in grades four to eight.

Designed to be immediately useful in the classroom, this popular text offers detailed explanations for every major technique or strategy, along with numerous suggestions for practice activities and reading materials. It’s an approach that gives readers in-depth knowledge of literacy methods and materials and enables them to construct lively, effective reading and writing instruction for all students, with special emphasis on today’s diverse classrooms.

What’s New in the Third Edition?

·         Added emphasis on teaching English Learners includes how to work with English Learners effectively (Ch. 2), added techniques for assessing English learners (Ch. 3), a listing of key academic vocabulary along with suggestions for developing language (Ch. 5), discussions of prompts and other techniques to develop oral and written responses of English language learners (Ch.7), and an expanded “Adapting Instruction for English Language Learners” marginal annotation.

·         Extensive coverage of Response to Intervention (RTI) is presented in Chapter 2, assessment of RTI is presented in Chapter 3, and Chapter 12 discusses intervention programs.

·         Discussions of using technology as a tool are updated and expanded in several chapters and in the “Using Technology” marginal annotation.

“Each summer, I look through available texts, but haven’t found the combination of texts that can match this one.” Deanne Camp, Missouri State University