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ERIC Number: ED393073
Record Type: RIE
Publication Date: 1996
Pages: 609
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-205-16999-6
Creating Reading Instruction for All Children. Second Edition.
Gunning, Thomas G.
Helping teachers to discover approaches and techniques that fit their teaching style and their teaching situation, this book presents as fairly, completely, and clearly as possible the major approaches and techniques of reading instruction that research and practice have indicated to be successful. Based on the idea that the best reading programs are a combination of effective techniques and plenty of worthwhile reading material, the book also provides a variety of suggestions for both techniques and types of books to be used. Recognizing that reading is part of a larger language process, the book pays considerable attention to writing and other language arts. The second edition has expanded coverage of whole language, literature-based instruction, the changing face and role of basals, use of alternative or authentic assessment, various kinds of grouping and individualization, integration of the language arts, and advances in technology affecting literacy curriculum and instruction. Chapters in the book are: (1) The Nature of Reading and Today's Children; (2) Children's Emergent Literacy; (3) Teaching Phonics; (4) Sight Words; Syllabic, Morphemic, and Contextual Analyses; and Dictionary Usage; (5) Building Vocabulary; (6) Comprehension: Theory and Strategies; (7) Comprehension: Text Structures and Teaching Procedures; (8) Reading and Writing in the Content Areas and Study Skills; (9) Reading Literature; (10) Approaches to Teaching Reading; (11) Writing and Reading; (12) Diversity in the Classroom; (13) Evaluation; and (14) Constructing and Managing a Literacy Program. (RS)
Allyn and Bacon, Order Processing, P.O. Box 11071, Des Moines, IA 50336-1071 ($57).
Publication Type: Guides - Classroom - Teacher; Books
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A