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Readers and Writers with a Difference: A Holistic Approach to Teaching Struggling Readers and Writers

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Readers and Writers with a Difference: A Holistic Approach to Teaching Struggling Readers and Writers Cover

 

Synopses & Reviews

Publisher Comments:

When the first edition of Readers and Writers with a Difference appeared in 1988, it shattered the myth that whole language instruction was too unstructured and inexplicit to help remedial and learning disabled students. By providing specific assessment and instructional strategies, it was one of the first texts to show that struggling readers and writers could, indeed, benefit from holistic methods-not just in the resource room, but in the regular classroom as well.

Today, as more and more students with learning problems are entering mainstream classroom settings, the models presented by Rhodes and Dudley-Marling are more cogent than ever. But the framework upon which whole language theory rests has greatly evolved since the first edition was published and has also come under increasing attack. This second edition renews the case for whole language theory, taking into account the various developments in language arts over the past eight years. Included are new and expanded sections on literacy theory, instruction and assessment, and literacy as social practice; and a reconsideration of how teachers, administrators, and parents might work and learn collaboratively.

The authors write, "It is no longer possible to talk about approaches to teaching students to read (and write) once and for all," write the authors. "Instead, we have to think about supporting students as they learn a range of literate practices . . ." The second edition of Readers and Writers with a Difference offers myriad suggestions for making that range as rich and far reaching as possible.

Book News Annotation:

A new edition of the whole language approach to teaching writing to students who struggle with language. The volume explains the theoretical principles then elaborates in discussions dealing with reading and writing development and in-class instruction. New to this edition is an expanded coverage of the assessment process, instructional strategies based on new findings in literacy studies, and a more collaborative approach to working with parents and administrators. Includes students' writing examples.
Annotation c. Book News, Inc., Portland, OR (booknews.com)

Synopsis:

When the first edition of Readers and Writers with a Difference appeared in 1988, it shattered the myth that whole language instruction was too unstructured and inexplicit to help remedial and learning disabled students. By providing specific assessment and instructional strategies, it was one of the first texts to show that struggling readers and writers could, indeed, benefit from holistic methods-not just in the resource room, but in the regular classroom as well.

Today, as more and more students with learning problems are entering mainstream classroom settings, the models presented by Rhodes and Dudley-Marling are more cogent than ever. But the framework upon which whole language theory rests has greatly evolved since the first edition was published and has also come under increasing attack. This second edition renews the case for whole language theory, taking into account the various developments in language arts over the past eight years. Included are new and expanded sections on literacy theory, instruction and assessment, and literacy as social practice; and a reconsideration of how teachers, administrators, and parents might work and learn collaboratively.

The authors write, "It is no longer possible to talk about approaches to teaching students to read (and write) once and for all," write the authors. "Instead, we have to think about supporting students as they learn a range of literate practices . . ." The second edition of Readers and Writers with a Difference offers myriad suggestions for making that range as rich and far reaching as possible.

Synopsis:

This second edition renews the case for whole language theory, taking into account the various developments in language arts over the past eight years.

About the Author

A professor at the Lynch School of Education at Boston College and a former elementary teacher, CURT DUDLEY-MARLING has spent his career focusing on the needs of struggling readers and writers. He is the author or coauthor of a number of books with Heinemann, including A Family Affair (2000)Readers and Writers with a Difference, Second Edition (1996)

Table of Contents

What Is Whole Language?

An Introduction to Whole Language Theory

Whole

Product Details

ISBN:
9780435072155
Author:
Rhodes, Lynn Knebel
Publisher:
Heinemann Educational Books
Author:
Marling, Curt Dudley
Author:
Dudley-Marling, Curt
Author:
Rhodes, Lynn K.
Author:
Rhodes, Lynn
Location:
Portsmouth, NH :
Subject:
Education
Subject:
Elementary
Subject:
Special Education - General
Subject:
Reading
Subject:
Language arts
Subject:
Reading (elementary)
Subject:
Interdisciplinary approach in education
Subject:
Learning disabled children
Subject:
Interdisciplinary approach in education -- United States.
Subject:
Inderdisciplinary approach in education -- United States.
Subject:
Learning disabled children -- Education.
Subject:
General education.
Subject:
Education-Learning Disabilities
Copyright:
Edition Number:
2
Series Volume:
O
Publication Date:
19960931
Binding:
TRADE PAPER
Language:
English
Illustrations:
Yes
Pages:
381
Dimensions:
9.35x7.44x.86 in. 1.44 lbs.
Age Level:
13-13

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Related Subjects


Education » General
Education » Learning Disabilities
Education » Teaching » Reading
Education » Teaching » Reading and Writing
Textbooks » General

Readers and Writers with a Difference: A Holistic Approach to Teaching Struggling Readers and Writers Used Trade Paper
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$5.95 In Stock
Product details 381 pages Heinemann - English 9780435072155 Reviews:
"Synopsis" by , When the first edition of Readers and Writers with a Difference appeared in 1988, it shattered the myth that whole language instruction was too unstructured and inexplicit to help remedial and learning disabled students. By providing specific assessment and instructional strategies, it was one of the first texts to show that struggling readers and writers could, indeed, benefit from holistic methods-not just in the resource room, but in the regular classroom as well.

Today, as more and more students with learning problems are entering mainstream classroom settings, the models presented by Rhodes and Dudley-Marling are more cogent than ever. But the framework upon which whole language theory rests has greatly evolved since the first edition was published and has also come under increasing attack. This second edition renews the case for whole language theory, taking into account the various developments in language arts over the past eight years. Included are new and expanded sections on literacy theory, instruction and assessment, and literacy as social practice; and a reconsideration of how teachers, administrators, and parents might work and learn collaboratively.

The authors write, "It is no longer possible to talk about approaches to teaching students to read (and write) once and for all," write the authors. "Instead, we have to think about supporting students as they learn a range of literate practices . . ." The second edition of Readers and Writers with a Difference offers myriad suggestions for making that range as rich and far reaching as possible.

"Synopsis" by , This second edition renews the case for whole language theory, taking into account the various developments in language arts over the past eight years.
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