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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010128779 | LB2844.1.R4 K56 2005 | Open Access Book | Book | Searching... |
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Summary
Summary
Basic reading proficiency is key to success in all content areas, but attending to students' literacy development remains a challenge for many teachers, especially after the primary grades. Knowledge to Support the Teaching of Reading presents recommendations for the essential knowledge about the development, acquisition, and teaching of language and literacy skills that teachers need to master and use. This important book is one result of an initiative of the National Academy of Education's Committee on Teacher Education, whose members have been charged with the task of creating a core knowledge base for teacher education.
Author Notes
THE EDITORS
C ATHERINE E. S NOW is the Henry Lee Shattuck Professor at the Harvard Graduate School of Education. She conducts research on first and second language acquisition and literacy development in monolingual and bilingual children.
P EG G RIFFIN is a research affiliate of the Laboratory of Comparative Human Cognition of the University of California at San Diego. She studies language and literacy in various school subjects and in preschools.
M. S USAN B URNS is co-coordinator of the Early Childhood Education Program in the College of Education and Human Development at George Mason University. She studies cognition, language, and literacy in the early childhood education of culturally, linguistically, and ability diverse children. In addition to the editors, the subcommittee includes Gina Cervetti, Claude Goldenberg, Louisa Moats, Annemarie Palincsar, P. David Pearson, Dorothy Strickland, and MaryEllen Vogt.
Reviews 1
Choice Review
What must be done to prepare teachers to teach reading more effectively? Why such urgency among national organizations to redesign teacher education? Have attempts been made to sketch teachers' required knowledge-base for teaching reading? These questions and others are addressed in this useful volume, which includes more than 50 pages of references and is an excellent resource for teachers of reading. Also, the two editors are adamant that this text is not a list of things that teachers should know. Rather, this text emphasizes that teacher educators must start working the way excellent teachers do. They must enact a form of teacher education that is based on research, assess the learned information in a systematic way, and then see what can be done to make improvements. Since students differ from one another, they certainly learn differently, and they react differently to varied learning styles. Therefore, teachers of reading must be equipped with the knowledge base (found in this text) to prepare our children for this changing world. ^BSumming Up: Highly recommended. Upper-division undergraduates and above. V. K. Lester Tuskegee University
Table of Contents
| Chapter 1 Yet Another Report About Teacher Education |
| Chapter 2 Students Change: What Are Teachers to Learn About Reading Development? |
| Chapter 3 Students Vary: How Can Teachers Address All Their Needs? |
| Chapter 4 Students Encounter Difficulties: When Teachers Need Specialized Knowledge |
| Chapter 5 Learning to Use Assessments Wisely |
| Chapter 6 A Model of Professional Growth in Reading Education |
| Appendix |
