Books : Distinguished Educators on Reading: Contributions That Have Shaped Effective Literacy Instruction (Ica-Lea Handbook)
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from: Lawrence Erlbaum
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Type of bind: Paperback
Dewey Decimal Number: 372.6
EAN num: 9780872072695
ISBN number: 087207269X
Label: Lawrence Erlbaum
Manufacturer: Lawrence Erlbaum
Quantity: 1
Page Count: 568
Printing Date: August 01, 2002
Publishing house: Lawrence Erlbaum
Sale Popularity Level: 975753
Studio: Lawrence Erlbaum
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In recent years, conflict over the best methods of reading instruction and assessment has intensified greatly. Finding a forum for the thoughtful and intelligent expression of viewpoints has become increasingly difficult in a world of soundbites and quick fixes. In this environment, educators have had to rise above the confusion and work hard to find practical answers to the reading problems we face in the classroom.
To aid in this pursuit, from 1989 to 1999, the popular Distinguished Educator series in The Reading Teacher featured the ideas of respected scholars in nearly every field of reading research and instruction. Drawing from this series of scholarly articles, a team of former RT editors compiled Distinguished Educators on Reading: Contributions That Have Shaped Effective Literacy Instruction. In its five sections, the book presents Distinguished Educators' views on such topics as Theories of Literacy; Teachers; Schools; Curriculum, Materials, and Instruction; and Assessment and Evaluation.
In addition to the original articles, almost all featured educators have included a professional biography written especially for this collection, providing further insight into the genesis of their work and ideas. Many authors also accepted the invitation to update their original articles, and these important new works also are included in this volume.
Distinguished Educators on Reading represents a full spectrum of current thought on reading instruction, and contains valuable information about the renowned educators behind the theories.
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As a reading tutor, I have struggled with how I should teach children with reading difficulties. Where theoretical issues are concerned, I found myself vacillating between whole language and phonics, being easily swayed by the eloquent proponents of either approach. In search of an end to my perpetual confusion, I grabbed hold of this eminent copy. The very first few essays changed my outlook forever; I will never look at beginning literacy the same way again. It's somewhat surreal when you have an article by Goodman and another by Stanovich back to back, both addressing the same issue from different vantage points. Shannon's essay brought a new perspective to my knowledge on literacy. Certainly a mind-opener for me.
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