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| Informed Reading Teacher : Research-Based Practice, The
Hardcover
Author: Bill Harp, Jo Ann Brewer
Publisher: Prentice Hall
Release Date: 2004-04-16
ISBN-10: 0130883387
ISBN-13: 9780130883384
List Price: $121.00
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The Informed Reading Teacher: Research-Based Practice models the idea that the best literacy teacher is the informed literacy teacher. We want you to be able to make very wise, m med instructional decisions when you are teaching by developing the knowledge base necessary to know what to do for effective literacy teaching, and to know why you are doing what you are doing. Because theory and teaching methods are the foundation for good literacy instruction, a clear and concise presentation of these elements is the building block for our text. Thorough and applied coverage of literacy skills and strategies instruction, and a view of these elements as they play themselves out in the classroom, work together in this text to present a complete picture of quality literacy instruction. Certainly, we have our own favored materials and approaches. We embrace the use of quality children's literature in teaching reading. We subscribe to balance in a literacy program balance between skills and strategies, between reading rich text with the focus on meaning making and breaking the process apart to focus on small elements such as sound/symbol relationships. What we have tried to do with this text is not promote our favorites to the exclusion of other possibilities, but to offer you a rich array of approaches and materials so that you can make your own informed decisions. HOW DOES A TEACHER BECOME INFORMED? Through Research The key to becoming and staying informed is reading and understanding the research constantly being done on learning in general, and literacy learning in particular. Our chapters are, of course, founded on the most important and most up-to-date research in the area of education and literacy. Accessible and engaging writing makes the research clear and manageable. Looking at the Research features throughout every chapter distill key concepts from pinnacle research and link them to classroom teaching. The Companion Website offers alternate views on research pieces, allowing users to weigh each study and engage in global discussions on what the research says about literacy teaching. This concrete approach to research will help you not only ground your teaching in research, but also weigh the research to form your own conclusions about literacy teaching. Through Assessment and Evaluation We believe that, in order to be an informed teacher, you need to have as many ways of knowing your learners as possible. Chapter 3, Assessing and Evaluating Children's Literacy Growth, focuses entirely on assessment and evaluation, demonstrating the importance of weaving assessment and evaluation through all literacy teaching. Assessment and Evaluation features beginning in Chapter 4 highlight an array of assessment and evaluation tools, identifying specific strategies and the most appropriate contexts for their use. Chapter sections throughout Part 3 model assessment and evaluation in K-2, 3-5, and 6-8 classrooms. Through Experience Chapters in Part 2 will build on the theoretical underpinnings covered in Part 1 to help you see good literacy teaching in action. Part 3 takes that a step further, detailing the methods in practice in elementary classrooms. These elements come together to help prepare you for your own classroom experiences. We continue to emphasize the importance of classroom experiences in two special features throughout the chapters. Real Teachers, Real Practice features in most chapters introduce you to teachers who invite you into their classroom to share their day-to-day literacy experiences, illustrating chapter content as they do. Thinking as a Teacher features end each chapter, challenging you to think through issues typical of those teachers face daily. Becoming an informed teacher of reading is not easy. Our hope is that this text will help you develop deep understandings of the nature of reading and writing, become familiar with a wide variety of materials and approaches, and develop the ability to look at the individual child's needs to select from this knowledge the best instructional approach. You will be an INFORMED teacher of reading. We encourage you to approach the studying of this text with a powerful professional commitment to becoming the best teacher of reading you can become. And to that end, we wish you and your students the greatest success.
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