Reading as Communication

Reading as Communication

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For undergraduate introductory courses in Reading Methods and graduate courses in Foundations in Reading Instruction.This classic text offers major revisions including concise summaries on up-to-the minute research regarding phonemic awareness, decoding, important aspects of whole language, direct skills instruction, and research findings from the Report of the National Reading Panel. As one of the most popular authorities on reading, May writes with warmth that engages both students and professors while promoting a balanced literacy more

Product details

  • Hardback | 608 pages
  • 194.6 x 239.3 x 20.6mm | 802.87g
  • Pearson Education (US)
  • Old Tappan, United States
  • English
  • 6th edition
  • 0130412090
  • 9780130412096

About Frank B. May

Frank May is the author of ten books for preservice and inservice teachers. These include six editions of the present title, and two editions of To Help Children Read. They also include Strategies of Curriculum Development and two books on language arts instruction: Teaching Language as Communication, and To Help Children Communicate. He is also the author of numerous articles on education in national and international journals. Dr. May earned his Ph.D. from the University of Wisconsin-Madison, his M.A. from the University of Chicago, and his B.A. from Antioch College in Yellow Springs, Ohio. Before joining the faculty at the University of Redlands, he was a professor at Portland State University, Washington State University, the University of North Carolina at Greensboro, the University of Puget Sound, and the University of Wisconsin-Madison. While teaching at these universities, Dr. May also directed many research projects related to literacy and teacher education. Outside of the university setting, the author's classroom teaching experiences have included all the grades from one to twelve in a variety of locations in the United States: Pelham, New Hampshire; New York City; Greensboro, North Carolina; Dayton, Ohio; Chicago; and Pullman, Washington. More recently, Frank May has written a book for parents and tutors called One on One Learning: A Better Path toward Literacy. In addition he has written two novels: Ambition of the Meaner Sort and Forgiving the Great more

Table of contents

1. The Teacher. Introduction: A New Teacher's Vignette. At the Inservice: "Learning More about Our Learners." Your "Principal" Challenge.2. The Child. The Teachings of Vygotsky. Literacy Development. Theory into Practice.3. The Process View of Literacy Cultivation. Your Author's View of Literacy. A Synthesis of Views on Teaching Reading.4. Writing Development. The Writing-Reading Connection: Research Reveals Their Reciprocal Nature. Landmarks in Writing/Spelling Development. Providing Your Writing Apprentices with a "Scaffolding" for Learning. Organization and Management of Instruction: The Writer's Workshop. The Successful Teacher Models Rather than Tests. A Few Ways to Motivate Young Writers. The Learning Environment.5. Reading Fluency and Guided Reading. The Importance of Fluency. Repeated Reading. Guided Reading. Predictable Text: Another Tool for Fluency Instruction.6. Developing Reading Vocabulary. Direct and Indirect Vocabulary Instruction. Sight Words: Stepping-Stones for the Four Interactive Cues. How Sight Words Help the Four Reading Cues. The Need for an Essential Sight Word List.7. Teaching Decoding Skills: Phonemic Awareness, Alphabetic Principle, and Phonics. Phonemic Awareness, Alphabetic Principle, and Print Concepts: The Foundation of Decoding Success. Phonics. Indirect Methods for Teaching Phonics.8. A Constructivist Approach to Concept and Vocabulary Growth. When Do We Really "Know" a Word? Scaffolding: Helping Students Become Independent Vocabulary Learners. Vocabulary and Concept Learning Strategies.9. Developing Reading Comprehension. The Importance of Talking and Thinking about Literature. Developing Higher Order Thinking.10. Using Literature and Informational Text. The Role of Literature in Literacy Development. Informational (Nonfiction) Texts. How to Establish a Classroom Library. What Teachers Can Do to Use Books Effectively. Teaching with Books: Approaches and Schemes. Specific Ways to Use Informational Text. Are You Ready for This Type of Program?11. Assessing Reading and Literacy Abilities. Goals of Assessment. Creating Literacy Profiles: Portfolios... and More. Comprehension Assessment: A Critical Part of Literacy Profiles. Matching Kids to Books of Appropriate Difficulty. A Final Word on Assessment.12. Motivating Young Readers: The Affective Domain. What Is Affect? What Motivates Children to Read. Assessing Student Attitudes and Interests. Fostering Positive Attitudes toward Reading and more