Synopses & Reviews
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The well-known, widely respected authors offer K-8 teachers the best practices for nurturing emergent literacy, teaching early literacy concepts, and developing reading and writing in all students - those of varying reading levels and abilities, as well as those who are English language learners. Central to the book are the six overriding themes--the troubled reader, family/community literacy, technology, writing and reading connections, language diversity, and phonics/phonetic awareness---interwoven throughout Current and future K-8 teachers
Written by one of the most dynamic author teams in the field of Reading and Literacy, the third edition of All Children Read continues to offer K-8 teachers the best practices for developing reading and writing in all students.
The new edition increases its emphasis on critical thinking, English language learners, assessment, the integration of curriculum across the content areas, and response to intervention. Central to the book are the six overriding themes–the struggling reader, family/community literacy; new literacies; writing and reading connections; developmental, cultural, and linguistic diversity; and phonics/phonological awareness–interwoven throughout this text.
About the Author
Charles Temple teaches courses in literacy, children’s literature, storytelling, and peace studies at Hobart and William Smith Colleges in Geneva, New York; and trains and advises college students tutoring for literacy in local schools. Temple has written books on emergent literacy, invented spelling, writing instruction, language arts, diagnosis and remediation of reading disabilities, teaching for critical thinking, and children’s literature. With Alan Crawford and Jean Gillet he co-authored The Developmental Literacy Inventory, a comprehensive assessment instrument. Temple is a director of Critical Thinking International, Inc. (www.criticalthinkinginternational.org) a non-profit corporation that develops training materials and sends out mid-career professionals to offer staff development projects in literacy and critical thinking around the world. He has helped authors develop indigenous children’s literature for Roma children in Eastern Europe, for refugee children in the Caucasus, and for children living in post-conflict area in Africa. Temple most recently offered workshops on literacy and critical thinking in Haiti, El Salvador, Argentina, Romania, Turkey, and Liberia.
Donna Ogle is Professor of Education at National-Louis University in Chicago, , Illinois, and is actively involved in research and professional development within the US and internationally. She is senior consultant to the Chicago Striving Readers Research Project, is a director of the Chicago Literacy Instruction Partnership (CLIP) and is co-director of the Reading Leadership Institute. , She also serves as a literacy consultant internationally, including Critical Thinking International and Somos Maestros in Mexico. Donna is also on the editorial review boards of The Reading Teacher, the Journal of Adolescent and Adult Literacy, and the LRA Yearbook. She is the author of many books, book chapters, and professional articles . Her recent books include Partnering for Content Literacy: PRC2 in Action (Perason), Engaging in the Language Arts: Exploring the Power of Language (with J. Beers, Pearson) and Reading Comprehension: Strategies for Independent Learners (with C. Blachowicz, Guilford). Donna is a past president of the International Reading Association (IRA) and an elected member of the Reading Hall of Fame. .
Alan Crawford is Emeritus Professor of Education at California State University, Los Angeles. He is Past President of the California Reading Association and has done extensive teaching, consulting, and writing on teaching reading in the elementary school, especially for English language learners. Alan has written curriculum for teaching reading in Spanish and serves on the Editorial Review Board of Lectura y Vida. He served as IRA’s representative to UNESCO for many years, and was a Senior Literacy Specialist at UNESCO in Paris during International Literacy Year (1989-1990). He is a director of Critical Thinking International. He frequently presents workshops on a volunteer basis for international development projects in Latin America, Europe, Asia, and Africa.
Penny Frepponis professor of education at the University of Cincinnati. Her professional work has focused on workshop-based and literature-rich instruction that attends to children’s skill development, as well as working with teachers of young children, especially in urban classrooms. She works with Ohio teachers in a state-wide professional development project and is a member of Critical Thinking International. Those who are afraid that current trends in reading instruction run the risk of dismantling much that is good in child-centered instruction will be much encouraged by Dr. Freppon’s thoughtful attention to skills in the context of meaning-centered instruction.
Table of Contents
Part 1: The Processes of Literacy
Chapter 1: Approaches to Teaching ReadingAnticipation Guide
Chapter 2: The Social and Cultural Contexts for Teaching All Children to Read
Chapter 3: What Reading Teachers Need to Know About Language
Part 2: Aspects of Reading
Chapter 4: Emergent Literacy
Chapter 5: Phonics and Word Knowledge
Chapter 6: Helping Readers Build Fluency and Vocabulary
Chapter 7: Comprehension: Understanding and Responding to Narrative Texts
Chapter 8: Comprehension: Understanding and Learning with Informational Texts
Chapter 9: Critical Thinking and Critical Literacy
Chapter 10: Teaching Children to Write
Chapter 11: Assessing Literacy
Part 3: Organizing and Managing the Literacy Program
Chapter 12: Putting Effective Literacy Instruction into Practice: Grades K to 2
Chapter 13: Putting Effective Literacy Instruction into Practice: Grades 3 to 5
Chapter 14: Putting Effective Literacy Instruction into Practice: Grades 6 to 8
Chapter 15: Models and Strategies for Teaching ESL and for Teaching Reading in the Mother Tongue