D. Ray Reutzel, Southern Utah University
Robert B. Cooter, Dallas Public Schools

Published August, 1999 by Prentice Hall Career & Technology

Copyright 2000, 654 pp.
Cloth
ISBN 0-13-099835-4

Sign up for future
mailings on this subject.

See other books about:
    Reading Methods in Elementary School-Curriculum and Instruction

For courses in Reading Methods in Elementary School. This Elementary Reading Methods text is the only one on the market that offers a transitional perspective to teach reading in a balanced way. It provides theoretical guidelines and methodology to combine both the use of basals and skills based instruction with a more balanced approach to teaching reading. The authors introduce seven principles that support literacy development and examine them closely throughout the text. These principles undergird the philosophical methodology pre-service teachers use to develop their own model of balanced literacy instruction.




NEW—4-color insert in Ch.1—Introduces seven principles that support literary development. These principles provide pre-services teachers the philosophical guidelines they need to judge reading strategies and program elements and develop their own concepts of sound teaching practice.

• Clearly outlines the most important concepts in the book.

NEW—Extensively revised Chapter 8—Thoroughly explains an instructional sequence to teach word identification, progressing from the most basic level of phonemic awareness and the alphabetic principle to using phonics and word structure analysis. The balance of the chapter models whole-to-part-to-whole strategies for teaching literary skills.

• Shows how to implement phonics instruction in the classroom.

NEW—Benchmarks for assessing literacy development, Literacy Learning Milestones—Introduced and examined in Ch.10. This chapter describes strategies commonly used to assess these milestones and includes: interviews, inventories, concepts about print, observation checklists and scales, fluency evaluation, running records, retellings, story maps, portfolio constructions and rubrics for evaluating portfolios. The chapter introduces a new assessment tool, BLAST (Balanced Literacy Assessment System and Training), that can be used to profile individual students and keep classroom records.

• Prepares teachers to meet demands for accountability.

NEW—Part II of the text sequences the process of balanced reading and writing instruction identifying how reading and writing strategies are applied to develop literacy from K-8.

• Puts complete literacy program into developmental context.

NEW—Includes a companion Website—With additional resources that support the concepts introduced in the text. Contains chapter objectives, self-quizzes, message board, links to related websites, power point transparencies, and other multimedia modules and resources.

• Utilizes technology to support text.

Rich in practical teaching strategies—To focus students on teaching reading comprehension for narrative text structures, strategies include story mapping, story grammars, story frames, discussion webs. For teaching how to comprehend expository text structures, strategies include the use of pattern guides, schema stories, typographic features, K-W-L, GRIP, metacomprehension skills. For assessing reading comprehension, strategies include QARs, reciprocal questioning, story grammar mapping.

• Can be used immediately in classroom.

Authentic stories from elementary classrooms support the explanation of teaching processes and strategies.
End-of-chapter features—Include suggested activities for applying chapter content knowledge both in the classroom and in the field.
Acetate transparency package—Includes figures from the text and assessment scoring tools.



I. UNDERSTANDING AND SUPPORTING LITERACY DEVELOPMENT: RESEARCH AND PRACTICE.

1. Reading Instruction: Making the Transition to a Balanced Perspective.
2. Understanding Reading: The Theoretical Roots of Instruction.
3. Emergent Literacy: Understanding the Literacy Development of Young Children.
4. Basal Readers: Determining Hoe to Use Basals Effectively.
5. From Basals to Books: Making the Transition.
6. Reading Comprehension: Focusing on Instruction.
7. Acquiring Vocabulary: Words for Reading and Writing.
8. Decoding Skills: Identifying Words in Print.
9. Literacy Environments: Designing Classrooms that Promote Literacy.
10. Assessment: Determining Students' Progress in Literacy.

II. READING AND WRITING DEVELOPMENT: PUTTING IT ALL TOGETHER.

11. The Early Years: Reading and Writing in Grades K-2.
12. The Elementary Years: Reading and Writing in Grades 3-5.
13. Middle School: Reading and Writing in Grades 6-8.

---

© Prentice-Hall, Inc. A Simon & Schuster Company Comments To webmaster@prenhall.com