All children read: teaching for literacy in today's diverse classroom

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Pearson/A and B, 2005 - Education - 582 pages
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A Groundbreaking Text For Teaching Reading By Respected Researchers-- Charles Temple, Donna Ogle, Alan Crawford, and Penny Freppon.

Written by one of the most dynamic author teams in the field of Reading and Literacy, "All Children Read" offers future K-8 teachers the best practices for nurturing emergent literacy, teaching literacy concepts, and developing reading and writing in all students-those of varying reading levels and abilities, as well as those who are English language learners.

"The approach of this book mirrors your future classroom... the diverse classroom. It is the only book on the market that was written from its inception with these realities in mind."

Reviewers are Raving about "All Children Read: "

"" This text promises to be a timely, sensitive, and comprehensive literacy text for teachers whose lives are enriched daily from working with diverse learners." "
Rebecca S. Anderson
University of Memphis

"" Two strengths are most apparent: There is a wealth of information which shows the disposition (attitudes and beliefs) of an effective teacher and it provides the rationale for the development of such dispositions if one intends to teach. The second strength is the depth and breath of information that the text provides on the teaching of writing. This text provides valuable support and will be an excellent resource for preservice teachers." "
Margaret Bell Davis
Eastern Kentucky University

"" There are a variety of solidly researched strategies that can be used to build the students' knowledge and performance base. The information helps the pre-service teachers attain the knowledge needed todevelop their teaching strategies." "
Charlotte Black
California State University, San Bernardino

"" This is not the normal, bland writing we get in methods textbooks! The writing is excellent... I enjoyed reading this book and I salute the authors' spirit, their desire to present the truth about complex issues that many others wish to simplify." "
James Zarrillo
California State University, Hayward

What makes "All Children Read" unique?

  • Unique chapter on Language Acquisition (Ch. 3 )
  • In-depth coverage of assessment
  • " TEACH IT" boxes with practical applications linked to a free " Teach It" booklet with additional lessons and activities.
  • Six overriding themes-- the troubled reader, family/community literacy, technology, writing and reading, language diversity, and phonics/phonetic awareness -- interwoven throughout, make this the most contemporary and critical learning aid to come out in the field in years and thus prepares future teachers for the demands of the classroom in the 21st century.

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Contents

Why Does Literacy Matter?
5
Aspects of Reading
13
PART 1
17
Copyright

56 other sections not shown

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About the author (2005)

Charles Temple teaches future teachers at Hobart and William Smith Colleges in Geneva, New York, where he chairs the Education department. He writes songs for and with elementary-school students. He has done pioneer research on invented spelling with Edmund Henderson at the University of Virginia and is now investigating the ways children think about stories. He has written three other books on the teaching of reading and writing and has recently returned from a lecture tour in Portugal, where he was a Fulbright scholar.

About the Authors Donna Ogle is Professor of Education at National-Louis University in Chicago, Illinois, and is actively involved in staff development projects work in the Chicago Public Schools, the Reading Leadership Institute, and in other American school districts. Dr. Ogle serves as a literacy consultant internationally, including Critical Thinking International and as a part of the editorial review boards of "Lectura y Vida" and the Thinking Classroom. She recently finished her term as president of the International Reading Association (IRA). Donna also conducts research on visual literacy and content comprehension, having developed both the K-W-L and PRC2 (partner reading in content, too). She is the author of many books, book chapters, and professional articles and conducts national and international workshops on teaching for comprehension and higher order thinking, as well as using the arts in teaching. Her K-W-L procedure has become so renowned that teachers use it all over the world. James Beers is Professor of Reading, Language, and Literacy in the School of Education at the College of William and Mary, Williamsburg, Virginia. He is also the Director of the Eastern Virginia Writing Project of the National Writing Project which helps teachers help their students become better writers. He has a B.A. in English from Johns Hopkins University, an M.A. in English, and Ph.D. in Reading from the University of Virginia. Dr. Beers has taught reading, writing, and spelling to students at all grade levels and has published books, chapters, and articles on reading, writing, and spelling. Among these publications are "Developmental and Cognitive Aspects of Learning to Spell" and "Writingfor Competency. "James is also an author on the Scott Foresman Reading and Spelling Programs. He has given numerous in-service workshops throughout the United States and Canada for teachers and administrators on the teaching of reading, writing, and spelling. He has assisted a number of school systems in developing K-12 reading and writing curricula and the three- to four-year plans for implementing the curricula. Along with his wife, Dr. Carol S. Beers, James has participated in the Reading and Writing for Critical Thinking Project through the International Reading Association's International Volunteer Program. This project has helped teachers in eastern European countries promote critical thinking and independent learning through reading and writing in their students. James and Carol are currently co-authoring a book that addresses what every principal should know about reading.