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ERIC Number: ED440360
Record Type: Non-Journal
Publication Date: 1999
Pages: 227
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-57128-121-5
ISSN: N/A
Reading Research Anthology: The Why? of Reading Instruction.
Consortium on Reading Excellence, Inc., Emeryville, CA.
This collection of articles provides background information about reading and includes the research base that has defined best practices in teaching reading. Section 1 of the collection, "The Big Picture," contains the following articles: "Reading the Right Way" (Bill Honig); "Statement of Dr. G. Reid Lyon, April 28, 1998"; "Romance and Reality" (Keith E. Stanovich); and "The Brain Reads Sound by Sound" (Kathy Lally and Debbie M. Price). Section 2, "Word Structure," consists of: "The History of the English Language" (Stephen Krensky). Section 3, "Sound/Print Connection," contains these articles: "What Every Teacher Should Know about Phonological Awareness" (Joseph K. Torgesen and Patricia Mathes); "The Reader, the Text, and the Task: Learning Words in First Grade" (Francine R. Johnston); and "Cross-Language Transfer of Phonological Awareness" (Aydin Y. Durgunoglu, William E. Nagy, and Barbara J. Hancin-Bhatt). Section 4, "Decoding and Word Attack," contains these articles: "The Role of Decoding in Learning To Read" (Isabel L. Beck and Connie Juel); "Repeated Reading: A Strategy for Enhancing Fluency and Fostering Expertise" (Irene H. Blum and Patricia S. Koskinen); "Developing Syntactic Sensitivity in Reading through Phrase-Cued Texts" (Timothy V. Rasinski); and "Interactive Writing in a Primary Classroom" (Kathryn Button, Margaret J. Johnson, and Paige Furgerson). Section 5, "Spelling," contains these articles: "'Why Do They Get It on Friday and Misspell It on Monday?' Teachers Inquiring about Their Students as Spellers" (Charlene Hillal Gill and Patricia L. Scharer); "Why Direct Spelling Instruction Is Important" (Barbara Foorman); and "A Cognitive Theory of Orthographic Transitioning: Predictable Errors in How Spanish-Speaking Children Spell English Words" (Olatokunbo S. Fashola, Priscilla A. Drum, Richard E. Mayer, and Sang-Jin Kang). Section 6, "Vocabulary," consists of: "Vocabulary Teaching and Learning in a Seventh-Grade Literature-Based Classroom" (Janis M. Harmon). Section 7, "Comprehension," contains these articles: "Preventing Reading Difficulties in Young Children" (edited by Catherine E. Snow, M. Susan Burns, and Peg Griffin); "Questioning the Author: An Approach to Developing Meaningful Classroom Discourse" (Margaret G. McKeown, Isabel L. Beck, and Cheryl A. Sandora); "Learning with Text in the Primary Grades" (Andrea M. Guillaume); and "Engaging with Reading through Interactive Read-Alouds" (Shelby J. Barrentine). Section 8, "Independent Reading," consists of: "Research Foundations To Support Wide Reading" (Richard C. Anderson). Section 9, "Effective Reading Programs," consists of: "Diverse Learners and the Tyranny of Time: Don't Fix Blame; Fix the Leaky Roof" (Edward J. Kameenui). (NKA)
Arena Press, 20 Commercial Boulevard, Novato, CA 94949-6191 (order no. 8121-5, $20). Tel: 800-422-7249 (Toll Free); Fax: 415-883-3720.
Publication Type: Books; Collected Works - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Consortium on Reading Excellence, Inc., Emeryville, CA.