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Hinweise des Verkäufers: “This Reading Instruction book is in Like New condition. The binding is secure and sturdy. The pages ...

Title: Reading Instruction that Works: The Case for Balan

Country/Region of Manufacture: United States

Custom Bundle: No

Subject Area: English, Effective Learning & Studying, Language Study, Literary Studies, Spelling

Ex-Library: Yes

Non-Smoking Home: Yes

Educational Level: Adult & Further Education

Subject: Coaching & Career Guidance, Education, Language & Literature, Self-Study, Teaching, Writing & Reading

Personalized: No

Level: Intermediate, Business

ISBN: 9781593852283

EAN: 9781593852283

Über dieses Produkt

Product Identifiers

Publisher

Guilford Publications

ISBN-10

1593852282

ISBN-13

9781593852283

eBay Product ID (ePID)

48069002

Product Key Features

Number of Pages

469 Pages

Language

English

Publication Name

Reading Instruction That Works : the Case for Balanced Teaching

Publication Year

2005

Subject

Teaching Methods & Materials / Reading & Phonics, Educational Psychology, Literacy

Features

Revised

Type

Textbook

Author

Michael Pressley

Subject Area

Language Arts & Disciplines, Education

Series

Solving Problems in the Teaching of Literacy Ser.

Format

Perfect

Dimensions

Item Height

1.2 in

Item Weight

21.7 Oz

Item Length

9.1 in

Item Width

6 in

Additional Product Features

Edition Number

Intended Audience

Scholarly & Professional

LCCN

2005-022680

Reviews

"Definitely reader-and teacher-friendly....Pressley takes the reader into real classrooms and offers a fly-on-the-wall perspective of what is happening in both exceptional as well as typical classrooms. It is certainly an eye-opening, and ultimately encouraging, discussion. We strongly encourage you to get the book for yourself and spend some time reading and reflecting upon it. Highly recommended. A rock-solid and impressive work."--Education Oasis, "Pressley thoroughly defines and describes each type of instruction before showing how successful classrooms provide teacher support as children apply the skills they are learning."--Curriculum Connections "Definitely reader-and teacher-friendly....Pressley takes the reader into real classrooms and offers a fly-on-the-wall perspective of what is happening in both exceptional as well as typical classrooms. It is certainly an eye-opening, and ultimately encouraging, discussion. We strongly encourage you to get the book for yourself and spend some time reading and reflecting upon it. Highly recommended. A rock-solid and impressive work."--Education Oasis, "Pressley thoroughly defines and describes each type of instruction before showing how successful classrooms provide teacher support as children apply the skills they are learning."--"Curriculum Connections" "Definitely reader-and teacher-friendly....Pressley takes the reader into real classrooms and offers a fly-on-the-wall perspective of what is happening in both exceptional as well as typical classrooms. It is certainly an eye-opening, and ultimately encouraging, discussion. We strongly encourage you to get the book for yourself and spend some time reading and reflecting upon it. Highly recommended. A rock-solid and impressive work."--"Education Oasis", "No one does a better job of describing a truly balanced approach to reading instruction than Michael Pressley, particularly with the new chapters on fluency, vocabulary, and writing. If I had only ten books on reading on my bookshelves, this would be one of them."--Michael F. Graves, PhD, Department of Curriculum and Instruction, College of Education and Human Development, University of Minnesota "After reading the third edition of this book, I knew that I had another valuable resource for my classroom. I was encouraged to find coverage of new aspects of reading instruction, including new research that is relevant to my students. Current instructional standards are reflected in the new chapters on fluency, vocabulary, and writing. I highly recommend this book to elementary teachers and special educators."--Sheri Louis, MA, Special Education Teacher, Westcott Junior High School, Westbrook, Maine "Reading Instruction That Works, Third Edition, demonstrates once again how scholarship can inform instructional practice. With a keen analytical eye, Pressley takes disparate research findings and integrates them into a model of teaching children to read that goes well beyond the recommendations of the National Reading Panel. Moving thinking in the field forward, this third edition is an invaluable resource for both emerging scholars of literacy development and accomplished practitioners and researchers. The reader is left with an overarching sense of what is important: Pressley shows how effective literacy instruction begets engagement and how, as teachers learn to become excellent, 'they also seem to become agents of peace in children's lives.'"--Anne McGill-Franzen, PhD, Department of Theory and Practice in Teacher Education, and Reading Center, University of Tennessee, Pressley thoroughly defines and describes each type of instruction before showing how successful classrooms provide teacher support as children apply the skills they are learning., "Definitely reader-and teacher-friendly....Pressley takes the reader into real classrooms and offers a fly-on-the-wall perspective of what is happening in both exceptional as well as typical classrooms. It is certainly an eye-opening, and ultimately encouraging, discussion. We strongly encourage you to get the book for yourself and spend some time reading and reflecting upon it. Highly recommended. A rock-solid and impressive work."--"Education Oasis", "No one does a better job of describing a truly balanced approach to reading instruction than Michael Pressley, particularly with the new chapters on fluency, vocabulary, and writing. If I had only ten books on reading on my bookshelves, this would be one of them."--Michael F. Graves, PhD, Department of Curriculum and Instruction, College of Education and Human Development, University of Minnesota "After reading the third edition of this book, I knew that I had another valuable resource for my classroom. I was encouraged to find coverage of new aspects of reading instruction, including new research that is relevant to my students. Current instructional standards are reflected in the new chapters on fluency, vocabulary, and writing. I highly recommend this book to elementary teachers and special educators."--Sheri Louis, MA, Special Education Teacher, Westcott Junior High School, Westbrook, Maine ""Reading Instruction That Works, Third Edition," demonstrates once again how scholarship can inform instructional practice. With a keen analytical eye, Pressley takes disparate research findings and integrates them into a model of teaching children to read that goes well beyond the recommendations of the National Reading Panel. Moving thinking in the field forward, this third edition is an invaluable resource for both emerging scholars of literacy development and accomplished practitioners and researchers. The reader is left with an overarching sense of what is important: Pressley shows how effective literacy instruction begets engagement and how, as teachers learn to become excellent, 'they also seem to become agents of peace in children's lives.'"--Anne McGill-Franzen, PhD, Departmentof Theory and Practice in Teacher Education, and Reading Center, University of Tennessee "This book is a tremendous resource for teachers and principals in school districts across the country. It emphasizes research-based practice in a manner that supports the importance of balanced reading instruction. Ideal for teachers' book groups and district-wide staff development initiatives, the book is also an important reference for reading specialists and reading supervisors. School districts could avoid a lot of 'bandwagons' by making use of the wealth of research in this text."--Carol S. Beers, School of Education, College of William and Mary; former Superintendent, Williamsburg-James City County (Virginia) Public Schools, "No one does a better job of describing a truly balanced approach to reading instruction than Michael Pressley, particularly with the new chapters on fluency, vocabulary, and writing. If I had only ten books on reading on my bookshelves, this would be one of them."--Michael F. Graves, PhD, Department of Curriculum and Instruction, College of Education and Human Development, University of Minnesota "After reading the third edition of this book, I knew that I had another valuable resource for my classroom. I was encouraged to find coverage of new aspects of reading instruction, including new research that is relevant to my students. Current instructional standards are reflected in the new chapters on fluency, vocabulary, and writing. I highly recommend this book to elementary teachers and special educators."--Sheri Louis, MA, Special Education Teacher, Westcott Junior High School, Westbrook, Maine " Reading Instruction That Works, Third Edition , demonstrates once again how scholarship can inform instructional practice. With a keen analytical eye, Pressley takes disparate research findings and integrates them into a model of teaching children to read that goes well beyond the recommendations of the National Reading Panel. Moving thinking in the field forward, this third edition is an invaluable resource for both emerging scholars of literacy development and accomplished practitioners and researchers. The reader is left with an overarching sense of what is important: Pressley shows how effective literacy instruction begets engagement and how, as teachers learn to become excellent, 'they also seem to become agents of peace in children's lives.'"--Anne McGill-Franzen, PhD, Department of Theory and Practice in Teacher Education, and Reading Center, University of Tennessee "This book is a tremendous resource for teachers and principals in school districts across the country. It emphasizes research-based practice in a manner that supports the importance of balanced reading instruction. Ideal for teachers' book groups and district-wide staff development initiatives, the book is also an important reference for reading specialists and reading supervisors. School districts could avoid a lot of 'bandwagons' by making use of the wealth of research in this text."--Carol S. Beers, School of Education, College of William and Mary; former Superintendent, Williamsburg-James City County (Virginia) Public Schools, "Pressley thoroughly defines and describes each type of instruction before showing how successful classrooms provide teacher support as children apply the skills they are learning."--Curriculum Connections, "No one does a better job of describing a truly balanced approach to reading instruction than Michael Pressley, particularly with the new chapters on fluency, vocabulary, and writing. If I had only ten books on reading on my bookshelves, this would be one of them."--Michael F. Graves, PhD, Department of Curriculum and Instruction, College of Education and Human Development, University of Minnesota "After reading the third edition of this book, I knew that I had another valuable resource for my classroom. I was encouraged to find coverage of new aspects of reading instruction, including new research that is relevant to my students. Current instructional standards are reflected in the new chapters on fluency, vocabulary, and writing. I highly recommend this book to elementary teachers and special educators."--Sheri Louis, MA, Special Education Teacher, Westcott Junior High School, Westbrook, Maine "Reading Instruction That Works, Third Edition,demonstrates once again how scholarship can inform instructional practice. With a keen analytical eye, Pressley takes disparate research findings and integrates them into a model of teaching children to read that goes well beyond the recommendations of the National Reading Panel. Moving thinking in the field forward, this third edition is an invaluable resource for both emerging scholars of literacy development and accomplished practitioners and researchers. The reader is left with an overarching sense of what is important: Pressley shows how effective literacy instruction begets engagement and how, as teachers learn to become excellent, 'they also seem to become agents of peace in children's lives.'"--Anne McGill-Franzen, PhD, Department of Theory and Practice in Teacher Education, and Reading Center, University of Tennessee "This book is a tremendous resource for teachers and principals in school districts across the country. It emphasizes research-based practice in a manner that supports the importance of balanced reading instruction. Ideal for teachers' book groups and district-wide staff development initiatives, the book is also an important reference for reading specialists and reading supervisors. School districts could avoid a lot of 'bandwagons' by making use of the wealth of research in this text."--Carol S. Beers, School of Education, College of William and Mary; former Superintendent, Williamsburg-James City County (Virginia) Public Schools, "No one does a better job of describing a truly balanced approach to reading instruction than Michael Pressley, particularly with the new chapters on fluency, vocabulary, and writing. If I had only ten books on reading on my bookshelves, this would be one of them."--Michael F. Graves, PhD, Department of Curriculum and Instruction, College of Education and Human Development, University of Minnesota "After reading the third edition of this book, I knew that I had another valuable resource for my classroom. I was encouraged to find coverage of new aspects of reading instruction, including new research that is relevant to my students. Current instructional standards are reflected in the new chapters on fluency, vocabulary, and writing. I highly recommend this book to elementary teachers and special educators."--Sheri Louis, MA, Special Education Teacher, Westcott Junior High School, Westbrook, Maine " Reading Instruction That Works, Third Edition , demonstrates once again how scholarship can inform instructional practice. With a keen analytical eye, Pressley takes disparate research findings and integrates them into a model of teaching children to read that goes well beyond the recommendations of the National Reading Panel. Moving thinking in the field forward, this third edition is an invaluable resource for both emerging scholars of literacy development and accomplished practitioners and researchers. The reader is left with an overarching sense of what is important: Pressley shows how effective literacy instruction begets engagement and how, as teachers learn to become excellent, 'they also seem to become agents of peace in children's lives.'"--Anne McGill-Franzen, PhD, Department of Theory and Practice in Teacher Education, and Reading Center, University of Tennessee "This book is a tremendous resource for teachers and principals in school districts across the country. It emphasizes research-based practice in a manner that supports the importance of balanced reading instruction. Ideal for teachers' book groups and district-wide staff development initiatives, the book is also an important reference for reading specialists and reading supervisors. School districts could avoid a lot of 'bandwagons' by making use of the wealth of research in this text."--Carol S. Beers, School of Education, College of William and Mary; former Superintendent, Williamsburg-James City County (Virginia) Public Schools, 'No one does a better job of describing a truly balanced approach to reading instruction than Michael Pressley, particularly with the new chapters on fluency, vocabulary, and writing. If I had only ten books on reading on my bookshelves, this would be one of them.'- Michael F. Graves, PhD, Department of Curriculum and Instruction, College of Education and Human Development, University of Minnesota 'After reading the third edition of this book, I knew that I had another valuable resource for my classroom. I was encouraged to find coverage of new aspects of reading instruction, including new research that is relevant to my students. Current instructional standards are reflected in the new chapters on fluency, vocabulary, and writing. I highly recommend this book to elementary teachers and special educators.'- Sheri Louis, MA, Special Education Teacher, Westcott Junior High School, Westbrook, Maine, "Pressley thoroughly defines and describes each type of instruction before showing how successful classrooms provide teacher support as children apply the skills they are learning."--Curriculum Connections "Definitely reader-and teacher-friendly....Pressley takes the reader into real classrooms and offers a fly-on-the-wall perspective of what is happening in both exceptional as well as typical classrooms. It is certainly an eye-opening, and ultimately encouraging, discussion. We strongly encourage you to get the book for yourself and spend some time reading and reflecting upon it. Highly recommended. A rock-solid and impressive work."--Education Oasis, "No one does a better job of describing a truly balanced approach to reading instruction than Michael Pressley, particularly with the new chapters on fluency, vocabulary, and writing. If I had only ten books on reading on my bookshelves, this would be one of them."--Michael F. Graves, PhD, Department of Curriculum and Instruction, College of Education and Human Development, University of Minnesota "After reading the third edition of this book, I knew that I had another valuable resource for my classroom. I was encouraged to find coverage of new aspects of reading instruction, including new research that is relevant to my students. Current instructional standards are reflected in the new chapters on fluency, vocabulary, and writing. I highly recommend this book to elementary teachers and special educators."--Sheri Louis, MA, Special Education Teacher, Westcott Junior High School, Westbrook, Maine "Reading Instruction That Works, Third Edition, demonstrates once again how scholarship can inform instructional practice. With a keen analytical eye, Pressley takes disparate research findings and integrates them into a model of teaching children to read that goes well beyond the recommendations of the National Reading Panel. Moving thinking in the field forward, this third edition is an invaluable resource for both emerging scholars of literacy development and accomplished practitioners and researchers. The reader is left with an overarching sense of what is important: Pressley shows how effective literacy instruction begets engagement and how, as teachers learn to become excellent, 'they also seem to become agents of peace in children's lives.'"--Anne McGill-Franzen, PhD, Department of Theory and Practice in Teacher Education, and Reading Center, University of Tennessee "This book is a tremendous resource for teachers and principals in school districts across the country. It emphasizes research-based practice in a manner that supports the importance of balanced reading instruction. Ideal for teachers' book groups and district-wide staff development initiatives, the book is also an important reference for reading specialists and reading supervisors. School districts could avoid a lot of 'bandwagons' by making use of the wealth of research in this text."--Carol S. Beers, School of Education, College of William and Mary; former Superintendent, Williamsburg-James City County (Virginia) Public Schools

Dewey Edition

Illustrated

Yes

Dewey Decimal

372.41

Edition Description

Revised edition

Table Of Content

Introduction. Whole Language. Skilled Reading. Children Who Experience Problems in Learning to Read. Before Reading Words Begins. Learning to Recognize Words. Fluency, with Lauren Fingeret. Vocabulary, with Laurel Disney and Kendra Anderson. Expert Primary-Level Teaching of Literacy Is Balanced Teaching, with Ruth Wharton-McDonald and Jennifer Mistretta Hampston. The Need for Increased Comprehension Instruction, with Ruth Wharton-McDonald. Writing, with Mary M. Juzwik. Motivation and Literacy. Concluding Reflections... for the Time Being.

Synopsis

This widely adopted text provides a comprehensive guide to effective literacy instruction in the elementary grades. Distinguished scholar and educator Michael Pressley presents research-based, classroom-tested best practices for combining skills-based and whole-language approaches in the context of a highly motivating environment. The book explains the theoretical underpinnings of recommended strategies and techniques and shows how exemplary teachers actually put them into practice., Now in a revised and expanded third edition, this widely adopted text provides a comprehensive guide to effective literacy instruction in the elementary grades. Distinguished scholar and educator Michael Pressley presents research-based, classroom-tested best practices for combining skills-based and whole-language approaches in the context of a highly motivating environment. Updated throughout with the latest data, the book explains the theoretical underpinnings of recommended strategies and techniques and shows how exemplary teachers actually put them into practice. Three all-new chapters provide state-of-the-science coverage of fluency, vocabulary, and writing.

LC Classification Number

LB1573.P72 2006

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