ERIC Number: ED497820
Record Type: Non-Journal
Publication Date: 2007-Sep
Reference Count: 0
Effective Instruction for Struggling Readers, K-6
Taylor, Barbara M., Ed.; Ysseldyke, James, E., Ed.
Teachers College Press
With contributions from recognized leaders in the field of reading interventions, this book examines what has been learned from research to help struggling readers in grades K-6. Focusing on strategies that have been proven effective, the authors help educators meet the demands placed on them to ensure that all students are making good progress toward becoming competent readers. Each chapter begins with a set of framing questions and ends with suggestions for action to foster discussion and help teachers translate research-based ideas into practice. The book may be used for teacher education courses and professional development workshops. Topics include: (1) An analysis of what is needed to help all students succeed in reading, especially struggling readers, students with special needs, and English Language Learner (ELL) students; (2) Practices to foster young students' success in learning to decode; (3) Instructional strategies to improve student vocabulary and comprehension; and (4) School-wide practices to improve all students' reading in high-poverty, diverse schools. Additional contributors include: Diane August, Scott Baker, Carol Sue Englert, Russell Gersten, Michael Graves, Robert Slavin, Catherine Snow and Sharon Vaughn.
Descriptors: Special Needs Students, Educational Strategies, Education Courses, Reading Instruction, Reading Difficulties, Teaching Methods, Reading Achievement, Student Needs, English (Second Language), Limited English Speaking, Decoding (Reading), Vocabulary Development, Reading Comprehension, Educational Environment, Poverty, Student Diversity
Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: email@example.com; Web site: http://www.tcpress.com
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A