Best Practices in Literacy Instruction, Second Edition

Morrow, Lesley Mandel & Linda B. Gambrell & Michael Pressley

ISBN 10: 1572308761 / ISBN 13: 9781572308763

Verlag: The Guilford Press, 2003

Beschreibung

Rubbing and toning overall. Photos on request. International shipping billed at cost. ; 8vo 8" - 9" tall; 358 pages. Bestandsnummer des Verkäufers 87429

Bibliografische Details

Titel: Best Practices in Literacy Instruction, ...

Verlag: The Guilford Press

Erscheinungsdatum: 2003

Einband: Hardcover

Zustand: Very Good+

Zustand des Schutzumschlags: No Dust Jacket

Auflage: Second Edition.

Über diesen Titel

Inhaltsangabe:

Book by None

Críticas:

"This timely second edition takes the field even further toward closing the gap between literacy research and productive classroom practice. Contributing authors, informed and respected literacy scholars, provide in-depth treatment of many of the critical issues facing teachers of reading. Throughout the volume, the voices of real teachers add texture, depth, and credibility. This is an important and much-needed contribution for educators and an excellent text for graduate seminars on reading research."--Timothy Rasinski, PhD, Kent State University "There is a great deal of wisdom in this book for educators and researchers interested in all aspects of literacy. The contributing authors represent the finest minds in literacy education today, and they review major instructional and policy issues with a wonderful balance between theory and practice. This second edition is a comprehensive and current examination of literacy research and instruction. It is an excellent text for college methods classes and a wonderful reference for school district administrators, teachers, and language arts coordinators. This is invaluable reading for anyone involved in helping children and adolescents become more literate adults."--Carol M. Santa, PhD, Montana Academy, Marion, MT "This up-to-date second edition reminds us, as educators, of the need to become knowledgeable professionals who take responsibility for communicating clearly the 'why, ' 'what, ' and 'how' of our teaching. This requires commitment and time. It's time to stop hanging out on the shore and step into the water! This text belongs in the hands of administrators, curriculum coordinators, experienced teachers, and literacy staff developers who plan for the future of school districts. Several chapters provide implications for future research and suggestions for professional development."--Karen M. Osborne, MS, Reading/Language Arts Consultant, Torrington (CT) Public Schools; President (2002-2003), Connecticut Reading Association