ERIC Number: ED459419
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
Learning To Read: Lessons from Exemplary First-Grade Classrooms. Solving Problems in the Teaching of Literacy.
Pressley, Michael; Allington, Richard L.; Wharton-McDonald, Ruth; Block, Cathy Collins; Morrow, Lesley Mandel
An important goal in every first-grade classroom is to get children reading--but how? This book examines current research on first-grade literacy instruction and shows how it translates into what good teachers really do in the classroom. The book's authors, premier early literacy scholars and educators, describe several studies of effective beginning reading instruction conducted across the United States. The book then takes readers directly into the classrooms of five successful teachers, exploring the reading, writing, and classroom management techniques these practitioners use to boost student engagement and achievement. It demonstrates ways that teachers can blend elements of both holistic and skills approaches to provide rich and enjoyable learning environments for young readers. What follows from the analyses presented in the book is that the great first-grade teacher must have a commanding knowledge of classroom management; sound-, letter-, and word-level skills; children's literature; a variety of approaches to pedagogy (e.g., direct instruction, scaffolding, writers' workshop); and academic motivation. (NKA)
Descriptors: Beginning Reading, Case Studies, Classroom Environment, Classroom Techniques, Emergent Literacy, Grade 1, Primary Education, Reading Instruction, Reading Research
Guilford Publications, Inc., Dept. 3R, 72 Spring St., New York, NY 10012 (paperback: ISBN-1-57230-649-1, $22; hardcover: ISBN-1-57230-648-3, $40). Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: email@example.com; Web site: http://www.guilford.com.
Publication Type: Books; Collected Works - General; Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A