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ERIC Number: ED473484
Record Type: RIE
Publication Date: 2003
Pages: 221
Abstractor: N/A
ISBN: ISBN-0-325-00492-7
Reading Essentials: The Specifics You Need To Teach Reading Well.
Routman, Regie
Currently, there is much controversy and confusion over "best practice" issues in teaching reading. This book, written by a "lifelong teacher/learner," is based on the premise that good teaching does not have to mean lots of hours spent planning but instead requires lots of thinking--thinking about what matters to children, what children need to know, how to move them forward, and how to ensure that they comprehend and enjoy what they read. The book is full of research-based strategies, immediately doable ideas, and professional common sense. It is about what it means to teach reading well to all students, including those who struggle. The book is divided into 12 chapters in four broad sections. Under One--The Essential Reading Life--are the following chapters: (1) Simplify Your Teaching Life; (2) Bond with Your Students; and (3) Share Your Reading Life. Under Two--The Essential Reading Day--are these chapters: (4) Teach with a Sense of Urgency; (5) Organize an Outstanding Classroom Library; (6) Plan for and Monitor Independent Reading; and (7) Make Assessment Instruction's Working Partner. Under Three--Teaching Essentials--are these chapters: (8) Teach Comprehension; (9) Emphasize Shared Reading; and (10) Examine Guided Reading. Under Four--Advocacy Is Also Essential--are these chapters: (11) Build on Best Practice, Know the Research, and Use Programs as a Resource; and (12) You Only Have So Much Time. Appended are strategies for struggling readers, practices of effective teachers, letters to parents, choosing books, and reading forms. Includes 219 notes. Contains definitions of terms. (NKA)
Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($25). Tel: 603-431-7894; Web site:
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A