ERIC Number: ED466794
Record Type: RIE
Publication Date: 2002
Reference Count: N/A
Teach Them ALL To Read: Catching the Kids Who Fall through the Cracks.
McEwan, Elaine K.
This practical book offers teachers at all levels the understanding and motivation they need to teach children to read--especially those students who need help the most. The book provides educators with the most current reading research about how students learn, regardless of age or grade, and helps them understand that learning to read is only the first step--students must also learn to develop fluency, acquire cognitive strategies, and continue to "read a lot" to enrich knowledge and comprehension. Chapters in the book are: (1) Falling through the Cracks; (2) Developing an Action Plan: Read, Focus, and Reflect; (3) Putting the Code Pieces in Place; (4) Fluency: The Forgotten Piece of the Reading Puzzle; (6) The Meaning Pieces: Language, Knowledge, and Cognitive Strategies; (6) Putting It All Together: Reading a Lot; (7) Snapshots of Success: Classrooms and Schools That Work; and (8) Putting the Final Piece in Place: Creating a Pervasive and Persuasive Reading Culture. The book includes these features: step-by-step information on developing an action plan; graphic organizers throughout; brief sidebars that prompt reader reflection; glossary of technical terms; comprehensive list of phonetics readers; checklist of "Fifty Strategies To Build a Reading Culture"; and easy-to-read samples, forms, and templates. (Contains approximately 500 references.) (NKA)
Descriptors: Classroom Techniques, Elementary Education, Language Arts, Learning Strategies, Literacy, Reading Difficulties, Reading Fluency, Reading Instruction, Reading Research, Teacher Role
Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320 ($32.95). Tel: 805-499-9774; Web site: http://corwinpress.com; e-mail: firstname.lastname@example.org.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Authoring Institution: N/A