Informed Reading Teacher

Informed Reading Teacher : Research-Based Practice, The

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For Literacy in the Elementary School and Reading Methods in the Elementary School courses.

Modeling the idea that the best literacy teacher is the informed literacy teacher, this text identifies evidence-based practice, and emphasizes assessment and evaluation through literacy development as the basis for effective literacy teaching. Chapters explain more than what to do in a literacy classroom - they help teachers understand why to do it. The text further gives readers an understanding of the nature of reading and writing, equips them with the materials to teach, and develops in them the vital ability to select from the knowledge of "best practices" for meeting children's individual needs.
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Product details

  • Mixed media product | 544 pages
  • 205.74 x 256.54 x 25.4mm | 1,179.33g
  • Pearson
  • Upper Saddle River, NJ, United States
  • English
  • New.
  • 0130883387
  • 9780130883384

Back cover copy

The Informed Reading Teacher: Research-Based Practice models the idea that the best literacy teacher is the informed literacy teacher. How does a teacher become informed?

Through Research

What the Research Says features throughout every chapter distill key concepts from pinnacle search and link them to classroom teaching. Accessible and engaging writing makes the research clear and manageable for preservice and practicing teachers. The Companion Website offers alternative views on research pieces, allowing users to weigh each study and engage in global discussions on what the research says about literacy teaching.

Through Assessment and Evaluation

A complete chapter demonstrates the importance of weaving assessment and evaluation through all literacy teaching. Assessment and Evaluation features identify specific strategies and the most appropriate contexts for their use. Chapter sections throughout fart 3 model assessment and evaluation in h-2, 3-5, and 6-8 classrooms.

Through Professional Development

Good literacy teachers stay informed throughout their careers. A complete chapter on professional development illustrates the best ways to continue to develop throughout a teaching career. The Companion Website connects users to many sources for continuing professional development.
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Table of contents


1. Becoming Literate: Language, Reading, and Writing as Developmental Processes.

2. Approaches to Reading Instruction.

3. Assessing and Evaluating Children's Literacy Growth.

4. Achievement for All Students: Meeting Special Needs.


5. Guiding the Development of Decoding Skills.

6. Guiding the Development of Reading Strategies.

7. Guiding the Development of Vocabulary.

8. Guiding the Development of Comprehension.

9. Guiding the Development of Reading Fluency.

10. Writing in the Reading Program.


11. Supporting Literacy with Literature in the Classroom.

12. Building a K-2 Reading Program.

13. Building a Literacy Program in Grades 3-5.

14. Building a Literacy Program in Grades 6-8.


15. Becoming an Even More Informed Reading Teacher.

Appendix A: Motivation to Read Profile.

Appendix B: The Reader Self-Perception Scale.

Appendix C: 45 Phonics Generalizations.

Appendix D: The Yopp-Singer Test of Phoneme Segmentation.

Appendix E: Metacomprehension Strategy Index.

Appendix F: Literature Circle Individual Evaluation.
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About Bill Harp

Bill Harp, Ed.D. is professor of Language Arts and Literacy in The Graduate School of Education, University of Massachusetts-Lowell where he works with masters and doctoral students. He is the editor of The Bill Harp Professional Teachers' Library, an imprint of The Christopher-Gordon publishing company. Dr. Harp is currently working on the third edition of Handbook of Literacy Assessment and Evaluation, also published by Christopher-Gordon. Bill's teaching experience ranges from Head Start through sixth grade. He has been an elementary school principal and director of programs for the gifted.

Jo Ann Brewer, Ed.D. is professor of Language Arts and Literacy in the Graduate School of Education, University of Massachusetts-Lowell, where she works with masters and doctoral students. The fifth edition of her textbook Introduction to Early Childhood Education: Preschool through Primary Grades was released in the summer of 2003. Her classroom teaching experiences include many years in kindergarten and primary grade classrooms in Texas. As an administrator, she has had experience in classrooms in California. As a faculty member she has worked in elementary schools in Oregon, Arizona, and Massachusetts. Currently she is working with a group of preschool directors who are interested in increasing the literacy opportunities for the children in their programs. The Informed Reading Teacher: Research-Based Practice is one of several books authored by Dr. Brewer.
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