Reading, language, and literacy: instruction for the twenty-first century
The impetus for this book emerged from a conference that brought together publishers, and reading researchers and educators for the purpose of examining the best available research evidence about what we know -- and what we have yet to learn -- about the teaching of reading and about how children learn to read. The goal of the conference was to contribute to a sound research base upon which to develop classroom practices that will ensure that every American child will become fully literate. Because the field is still so deeply divided over the best ways to translate belief into classroom practice, the editors decided to highlight rather than gloss over these divisions. It is hoped that the papers in this volume will promote thought and discussion that will lead to action in improving reading instruction for children, now and into the new century.
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Phonics and Beginning Reading Instruction
A Consideration of Research
Some Guidelines for Instruction
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ability achievement activities adults Anderson assessment basal programs basal reading programs Becoming a Nation beginning reading Benchmark child children's literature classroom cognitive coherent comprehension context decoding developing countries district Dyslexia Educational Psychology Educational Research effects Ehri example experience first-grade Gaskins goal Hiebert Humpty Humpty Dumpty illiteracy important invented spelling Journal of Educational Juel kindergarten knowledge language movement learners learning to read letters linguistic literacy materials meaning morphemes narrative Nation of Readers parents performance phonemic awareness phonics instruction phonological phonological awareness preschool questions reading activities reading and writing reading education reading instruction Reading Recovery Reading Research Quarterly recognize second grade skillful readers sounds standardized tests story reading strategies structural analysis Study of Reading suffixes suggest task teachers teaching tion Trabasso understanding UNESCO variables vocabulary whole language approaches word recognition World Bank written language York