Reading as Communication: To Help Children Write and Read

Reading as Communication: To Help Children Write and Read, 5/e

Frank May, University of Redlands

Published August, 1997 by Prentice Hall Career & Technology

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Reading Methods in Elementary School-Curriculum and Instruction

Summary

Numerous changes have streamlined this continually popular research-based but reader-friendly text, making it as fresh as the first edition. It continues to exemplify a balanced approach rather than being an advocate for one particular view of literacy. More than ever before, the student of literacy development is provided with numerous illustrations of how teachers can model learning strategies for children while, at the same time, creating emotionally healthy learning environments.

Features

Demonstrates a balance between comprehension and decoding emphases for literacy development.
Illustrates detailed means for creating a communication-rich classroom environment.
NEW—Empasizes up-to-date ideas for literature study: book clubs and literacy circles, classroom libraries, motivating active responses, providing response structure through webbing.
NEW—Positions emergent literacy as the lead-off chapter, driven by Vygotsky's and Piaget's principles.
NEW—Presents technology approaches to literacy in the application activities and field experiences.
NEW—Shows how to integrate assessment with instruction.
NEW—Demonstrates how to model reading comprehension strategies, writing processes, and awareness of graphophonic patterns.

Table of Contents
PART ONE.

1. The Developmental View of Literacy Cultivation: Successful Teachers Understand How Learners Become Literate.
2. The Environmental View of Literacy Cultivation: Successful Teachers Create a Classroom Community in Which Collaboration and Literacy Go Hand in Hand.
3. The Process View of Literacy Cultivation: Successful Teachers Understand the Nature of Reading and Writing.

PART TWO.

PART THREE.

PART FOUR.