Best Practices in Literacy Instruction

Best Practices in Literacy Instruction

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A highly regarded teacher resource and widely adopted text, this book is grounded in current knowledge about literacy teaching and learning in grades PreK-8. The field's leading authorities present accessible recommendations for best practices that can be tailored to fit specific classroom circumstances and student populations. Provided are strategies for helping all students succeed - including struggling readers and English language learners - and for teaching each of the major components of literacy. The book also addresses ways to organize instruction and innovative uses of technology. Every chapter includes concrete examples, Engagement Activities, and resources for further learning. New to this edition: * Incorporates the latest research findings and instructional practices. * Chapters on motivation, content area teaching, new literacies, and family literacy. * Addresses timely topics such as response to intervention, the new common core standards, English language learning, and policy issues. This book will be invaluable to classroom teachers in grades PreK-8; reading specialists and staff developers; teacher educators. It will also serve as a text in such courses as Methods of Reading Instruction, Teaching Literacy in the Elementary School, and Reading Diagnosis and Instruction.

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  • Paperback | 492 pages
  • 154 x 232 x 28mm | 703.06g
  • 13 May 2011
  • Guilford Publications
  • New York
  • English
  • Revised
  • 4th Revised edition
  • 1609181786
  • 9781609181789
  • 148,048

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Author Information

Lesley Mandel Morrow, PhD, is Professor and Chair of the Department of Learning and Teaching in the Graduate School of Education at Rutgers, The State University of New Jersey. Her research, which she conducts with children and families from diverse backgrounds, deals with early literacy development and the organization and management of language arts programs. Dr. Morrow has published more than 300 journal articles, chapters, and books. Her work has been recognized with awards including the Outstanding Teacher Educator in Reading Award and the William S. Gray Citation of Merit from the International Reading Association (IRA), and the Oscar S. Causey Award from the Literacy Research Association. Dr. Morrow is past president of the IRA and is a member of the Reading Hall of Fame. Linda B. Gambrell, PhD, is Distinguished Professor in the Eugene T. Moore School of Education at Clemson University. Her major research interests are in the areas of reading comprehension strategy instruction, literacy motivation, and the role of discussion in teaching and learning. Dr. Gambrell has published numerous books and articles on reading instruction. She is a recipient of the Outstanding Teacher Educator in Reading Award from the IRA, the Albert J. Kingston Award from the National Reading Conference, and the Laureate Award from the College Reading Association. She is past president of the IRA and is a member of the Reading Hall of Fame.

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Review quote

"Now in its fourth edition, Best Practices in Literacy Instruction just keeps getting better! This comprehensive volume offers up-to-date, evidence-based information on virtually everything a teacher needs to know about literacy instruction. Clearly written, with end-of-chapter activities to promote deeper understanding, this book is indispensable for preservice and master's courses in literacy programs and for school professional development efforts." - Mariam Jean Dreher, University of Maryland, USA "This fourth edition continues the tradition of excellence established in prior editions. From motivation to the pillars of literacy, assessment, and new literacies, every significant aspect of teaching reading is fully examined. This is an excellent, up-to-the-minute, evidence-based reference that provides innovative insights into essential literacy topics. Classroom teachers, reading specialists, curriculum directors, and teacher educators will benefit from this wealth of knowledge." - Maureen McLaughlin, East Stroudsburg University of Pennsylvania, USA

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