ERIC Number: ED396242
Record Type: Non-Journal
Publication Date: 1996
Reference Count: N/A
Teaching Our Children To Read: The Role of Skills in a Comprehensive Reading Program.
Presenting the viewpoint that teaching reading is not an "either/or" situation of phonics versus whole language, this book offers a comprehensive compilation of research and best practice on the specifics of skill development and how skills should be organized, taught, and integrated into the language arts program. The book helps educators understand the importance of skill development strands in teaching children to read and provides guidance on the instructional and curricular issues that must be addressed if they are to successfully integrate whole language principles with the necessary foundation skills and successfully teach all children to read. Chapters in the book are: (1) The Case for a Balanced Approach; (2) What Skilled Readers Do; (3) Beginning-to-Read Instruction for Preschool and Kindergarten; (4) Beginning-to-Read Instruction for Early First Grade; (5) Reading Instruction for Middle First Grade to Upper Elementary Grades; (6) Spelling, Beginning Writing, and Vocabulary; (7) Comprehension and Assessment; (8) Writing and Speaking; (9) Frequently Asked Questions; and (10) Conclusion and Lessons Learned. Contains 116 references. Appendixes present the 24 major points of the role of skills in a comprehensive elementary reading program, and a reading skills curriculum timeline--preschool through fifth grade. (RS)
Descriptors: Beginning Writing, Early Childhood Education, Intermediate Grades, Literature Reviews, Phonics, Reading Improvement, Reading Instruction, Reading Research, Reading Skills, Skill Development, Spelling, Student Evaluation, Whole Language Approach
Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320 (cloth: ISBN-0-8039-6404-8, $42.95; paper: ISBN-0-8039-6405-6, $18.95).
Publication Type: Information Analyses; Guides - Classroom - Teacher; Books
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A