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This title in other editions

Other titles in the Solving Problems in the Teaching of Literacy series:

Finding the Right Texts: What Works for Beginning and Struggling Readers (Solving Problems in Teaching of Literacy)

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Finding the Right Texts: What Works for Beginning and Struggling Readers (Solving Problems in Teaching of Literacy) Cover

 

Synopses & Reviews

Synopsis:

Until now, no single volume has comprehensively examined the crucial question of how to select the most appropriate reading material for beginning or struggling readers. From leading authorities, this book meets an important need by reviewing the best available research on the role of specific text features—including linguistic and conceptual content—in supporting the development of proficient reading. Also explored are ways that teacher scaffolding can help students who have difficulties with particular aspects or types of texts. The book considers approaches to adapting the design and selection of texts to reinforce reading skills and provide well-paced challenges for K–6 students at a variety of ability levels.

About the Author

Elfrieda H. Hiebert, PhD, is Adjunct Professor in the Graduate School of Education at the University of California, Berkeley. She is also a principal investigator at the National Center for Research on the Educational Achievement and Teaching of English Language Learners. Dr. Hiebert has worked in the field of early reading acquisition for 40 years as a classroom teacher, teacher educator, and researcher. Her research addresses methods for supporting students who depend on schools to become literate and for fostering students reading fluency, vocabulary, and knowledge through appropriate texts. Dr. Hieberts model of accessible texts for beginning and struggling readers--TExT (Text Elements by Task--has been used to develop several reading programs that are widely used in schools. Dr. Hiebert is a recipient of the William S. Gray Citation of Merit, awarded by the International Reading Association, and a member of the Reading Hall of Fame. Her publications have contributed to making research accessible to educators. She is the author or editor of 10 books as well as numerous journal articles.

Misty Sailors, PhD, is Associate Professor of Literacy Education in the Department of Interdisciplinary Learning and Teaching at the University of Texas at San Antonio. Her current research focuses on the instruction that surrounds elementary classroom texts, teacher education, and language policies related to reading instruction in international settings. Dr. Sailors is the Primary Investigator of a Teacher Quality Professional Development Reading grant. She also directs a project to develop reading and content-area materials for elementary learners in South Africa, funded by the United States Agency for International Development. Dr. Sailors is a recipient of the Presidents Distinguished Achievement Award for Teaching Excellence from the University of Texas at San Antonio and the Recognition Award for Emerging Scholars from the American Association of University Women.

Table of Contents

1. The (Mis)Match between Texts and Students Who Depend on Schools to Become Literate, Elfrieda H. Hiebert

I. Frameworks for Creating and Selecting Instructional Texts

2. Decodable Text: Why, When, and How?, Marilyn Jager Adams

3. Repetition of Words: The Forgotten Variable in Texts for Beginning and Struggling Readers, Elfrieda H. Hiebert and Leigh Ann Martin

4. The Challenges of Developing Leveled Texts in and for Developing Countries: The Ithuba Writing Project in South Africa, Misty Sailors, James V. Hoffman, and Mark W.F. Condon

II. Addressing the Content of Texts for Beginning and Struggling Readers: The Role of Informational Texts

5. Text in Hands-On Science, Gina N. Cervetti and Jacqueline Barber

6. Informational Text Difficulty for Beginning Readers, Nell K. Duke and Alison K. Billman

7. Text Modification: Enhancing English Language Learners' Reading Comprehension, Young-Suk Kim and Catherine E. Snow

III. Instructional Strategies for Adapting Texts for Beginning and Struggling Readers

8. Text–Reader Matching: Meeting the Needs of Struggling Readers, Heidi Anne E. Mesmer and Staci Cumming

9. Placing and Pacing Beginning Readers in Texts: The Match between Texts and Children's Knowledge of Words, Kathleen J. Brown

10. When the "Right Texts" Are Difficult for Struggling Readers, Alison K. Billman, Katherine Hilden, and Juliet L. Halladay

11. Teaching Adolescents Who Struggle with Text: Research and Practice, Mary E. Curtis

IV. Pulling It Together

12. Teachers Using Texts: Where We Are and What We Need, Anne McGill-Franzen

Product Details

ISBN:
9781593858858
Author:
Hiebert, Elfrieda H.
Publisher:
Guilford Publications
Editor:
Hiebert, Elfrieda H.; Sailors, Misty
Editor:
Sailors, Misty
Author:
Sailors, Misty
Subject:
Literacy
Subject:
Reading
Subject:
Remedial teaching
Subject:
Teaching Methods & Materials - Reading
Subject:
Language Experience Approach
Subject:
Reading Skills
Subject:
Curricula
Subject:
Reading -- Remedial teaching.
Subject:
Teaching Methods & Materials - Reading & Phonics
Subject:
Education-Teaching Reading and Writing
Edition Description:
Trade Paper
Series:
Solving Problems in the Teaching of Literacy
Publication Date:
20080931
Binding:
TRADE PAPER
Grade Level:
from K up to 6
Language:
English
Illustrations:
Y
Pages:
274
Dimensions:
9 x 6 in
Age Level:
05-11

Related Subjects

Education » Teaching » Reading
Education » Teaching » Reading and Writing

Finding the Right Texts: What Works for Beginning and Struggling Readers (Solving Problems in Teaching of Literacy) New Trade Paper
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Product details 274 pages Guilford Publications - English 9781593858858 Reviews:
"Synopsis" by ,

Until now, no single volume has comprehensively examined the crucial question of how to select the most appropriate reading material for beginning or struggling readers. From leading authorities, this book meets an important need by reviewing the best available research on the role of specific text features—including linguistic and conceptual content—in supporting the development of proficient reading. Also explored are ways that teacher scaffolding can help students who have difficulties with particular aspects or types of texts. The book considers approaches to adapting the design and selection of texts to reinforce reading skills and provide well-paced challenges for K–6 students at a variety of ability levels.

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