ERIC Number: ED471425
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Preparing Our Teachers: Opportunities for Better Reading Instruction.
Strickland, Dorothy; Snow, Catherine; Griffin, Peg; Burns, M. Susan; McNamara, Peggy
Today's teachers face huge challenges, especially for teaching reading in the primary grades. A recent study reveals that fewer than half of American teachers report feeling "very well prepared" to meet such challenges. This book seeks to improve that statistic by extracting practical information from the report issued by the National Research Council in 1998, "Preventing Reading Difficulties in Young Children." The book outlines what classroom teachers need to know and what they need to be able to do to give children in preschool through Grade 4 the essential opportunities to become good readers. It discusses what teacher education programs need to do to make their students good teachers of good readers and looks at what schools and school districts need to do to keep their teachers up to date for teaching reading. Chapters in the book are: Introduction--Teachers of Young Children: The Agents and Champions of Literacy; (1) From Shopping Lists to Poetry: Forms and Functions of Written Language; (2) Making Meaning: Language Development and Comprehension; (3) Sounds, Letters, and Words: How Print Works; (4) Moving to Success: Motivating Children to Read; and (5) Anticipating Challenges: Assessment, Prevention, and Intervention. Each chapter contains resource lists and sample activities for teacher learning. The Introduction contains notes and a resource list. (NKA)
Descriptors: Classroom Techniques, Elementary Education, Higher Education, Instructional Improvement, Professional Development, Reading Instruction, Reading Teachers, Student Needs, Teacher Education, Teacher Role
National Academies Press, 500 Fifth St. NW, Lockbox 285, Washington, DC 20055 ($23.95). Tel: 888-624-8373 (Toll Free); Fax: 202-334-2451; Web site: http://books.nap.edu/.
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: National Academy of Sciences - National Research Council, Washington, DC.