Synopses & Reviews
Written by one of the most dynamic author teams in the field of Reading and Literacy, the second edition of All Children Read continues to 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. The new edition increases its emphasis on the professional aspects of literacy instruction, and also includes significant new coverage of fluency and vocabulary, differentiated instruction (and connections to the SIOP), and the all-important topics of literacy assessment. Central to the text are the six overriding themes--the troubled reader, family/community literacy, technology, writing and reading connections, language diversity, and phonics/phonetic awareness---interwoven throughout, making this book the most contemporary and critical learning aid to come out in the field in years.
A Letter to Students from the Authors
The courses you take in literacy education should give you a timely preparation to teach. They should also give you a deep understanding of how literacy works, so you can keep growing in your understanding of teaching after your initial preparation is behind you.
To keep it timely we have updated this new edition of All Children Read with whole new chapters on fluency and vocabulary , and on assessment. We have included the latest information on new legislation that is being felt in the classroom-- not just No Child Left Behind, but also Reading First, and the revised Individuals with Disabilities Education Act. New boxed features in each chapter update the topics of Differentiated Instruction and Assessment. Increased attention to teaching English language learners has been provided with Sheltered Instruction Observation Protocol (SIOP) activities.
“This is not a place for rookies anymore,” said one principal to a job candidate. Students just coming out of training must be equipped with current best practices so they can step right in and make a difference. But just as important, teachers who are years beyond their initial training are grateful for a deeper understanding of the processes of literacy. Because they must continue to educate themselves, and rise to new challenges in the classroom.
Ideas and methods that are current, but also understanding that is deep and durable—these have been our aims as we prepared this new edition of All Children Read. We trust you will find in this book, and in your literacy classes and preparatory experiences, the background you need to become the teacher you aspire to be.
Charles A. Temple
Alan N. Crawford
Written by one of the most dynamic author teams in the field of Reading and Literacy, the second edition of All Children Read continues to offer future 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.
Why Do Your Professors Feel This Text Is A Must-have for All Elementary Teachers?
I am pleased to see many names in the field of research which I use as references: Snow, Purcell-Gates, Delpit, Fountas and Pinnell, Nagy, Lambert, Clay, Chomsky, Atwell, Ashton-Warner, Dewey, Cummins, Skinner, Barone, and Bear et. al. I like the way each chapter accesses prior knowledge of the student of reading. This also models what our expectation is for children of reading. Now the college student is experiencing first hand the instructional approach we discuss in connection with their own reading process. This is a great point for the support of metacognition and metacomprehension. Clairin DeMartini Wilson-- Nevada State College I like the separate chapters on literacy instruction in primary and intermediate grades—there are very different strategies. Kim Truesdale – State University College at Buffalo
For me, the greatest strengths of the text are: the ABC teaching plan, the discussions of teaching ideas and assessments, and the inclusion of Spanish and second language teaching of reading and writing. David Landis--University of Northern Iowa
How is the Second Edition of All Children Read going to prepare you to Become a Reading Professional?
- Being a Professional Reading Teacher feature in every chapter offers increased emphasis throughout the text on the professional aspects of literacy instruction.
- Significant new coverage of fluency and vocabulary in a brand new chapter.
- Differentiated Instruction with connections to the SIOP features have been added to each chapter.
- A new chapter on assessment includes all important topics of literacy assessment.
- Central to the text are the six overriding themes--the struggling reader, family/community literacy, technology, writing and reading connections, language diversity, and phonics/phonological awareness---interwoven throughout, making this text the most contemporary and critical learning aid to come out in the field in years and thus preparing future teachers like you for the demands of the classroom.
Table of Contents
Part I: The Literary Process
Chapter 1. The Reading Process
Chapter 2. The Social Contexts for Teaching All Children to Read
Chapter 3. What Teachers Need to Know about Language
Part II: Aspects of Reading
Chapter 4. Emergent Literacy
Chapter 5. Building Word Knowledge
Chapter 6. Fluency and Vocabulary
Chapter 7. Comprehension: Using and Responding to Narrative Texts
Chapter 8. Comprehension: Understanding and Learning from Informational Texts
Chapter 9. The Writing Process
PART III: Organizing and Managing the Literacy Program Chapter 10: Assessment
Chapter 11. Putting Effective Literacy Instruction into Practice ( Grades K to 2)
Chapter 12. Putting Effective Literacy Instruction into Practice: Grades Three to Five
Chapter 13. Reading in the Middle Grades: Grades Six to Eight
Chapter 14. Models and Strategies for Teaching Reading in the Mother Tongue