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Chapter 1 Word Recognition
History of Phonics Instruction
Barbara J. Walker
Chapter 2 Fluency
What Is Fluent Reading and Why Is It Important?
Melanie R. Kuhn
Teaching Reading Fluency to Struggling Readers: Method, Materials, and Evidence
Tim Rasinski, Susan Homan, and Marie Biggs
Theresa A. Deeney
Chapter 3 Comprehension
Reading through a Disciplinary Lens
Connie Juel, Heather Hebard, Julie Park Haubner, and Meredith Moran
Reading Comprehension Instruction: Focus on Content or Strategies?
Margaret G. McKeown, Isabel L. Beck, and Ronette G. K. Blake
Increasing Opportunities to Acquire Knowledge through Reading
Gina N. Cervitti, Carolyn A. Jaynes, and Elfrieda H. Hiebert
Chapter 4 Vocabulary
Vocabulary Development during Read-alouds: Primary practices
Karen J. Kindle
The Vocabulary-rich Classroom
Holly B. Lane and Stephanie Arriaza Allen
Closing the Vocabulary Gap
Jane L. David
Chapter 5 English Learners
Improving Achievement for English Learners: Conclusions from Recent Reviews and Emerging Research
Supporting Content Learning for English Learners
Eurydice B. Bauer, Patrick C. Manyak, Crystal Cook
Chapter 6 Literacy Coaching
What Matters for Elementary Literacy Coaching? Guiding Principles of Instructional Improvement and Students Achievement
Susan L’Allier, Laurie Elish-Piper, and Rita M. Bean
Models of Coaching
Michael C. McKenna and Sharon Walpole
Chapter 7 Adolescent Literacy
The Adolescent in Adolescent Literacy
Thomas W. Bean and Helen Harper
The Literacy Needs of Adolescents in Their Own Words
Sharon M. Pitcher, Gilda Martinez, Elizabeth A. Dicembre, Darleen Fewster, and
Montana K. McCormick
Chapter 8 Technology
21st-Century Literacies: A Policy Research Brief
National Council of Teachers of English
Rethinking Online Reading Assessment
Chapter 9 Writing
What Is Happening in the Teaching of Writing?
Arthur N. Applebee and Judith A. Langer
Issues and Trends in Writing
Michael T. Moore
Chapter 10 Response to Intervention
Response to Intervention (RTI): What Every Reading Teacher Should Know
Eric E. M. Mesmer & Heidi Ann Mesmer
Rethinking Response to Intervention at Middle and High School
Lynn S. Fuchs, Donald Fuchs, and Donald L. Compton
Richard D. Robinson is Professor of Literacy Education at the University of MissourióColumbia. He is the author of 10 books and numerous articles on many areas of literacy development. His national prominence in the field of literacy has been acknowledged through many awards, such as the William H. Byler Distinguished Professor Award..
Michael C. McKenna is Thomas G. Jewell Professor of Reading at the University of Virginia.† He has authored, coauthored, or edited 21 books and more than 100 articles, chapters, and technical reports on a range of literacy topics.
Kristin Conradi is a doctoral candidate at the University of Virginia. She has taught literacy in kindergarten, second, and fourth grades in high-poverty, inner city schools, and she has worked as a reading specialist in grades K-3. She has served as a clinician in the McGuffey Reading Clinic, where she has worked extensively with young children who suffer from severe reading problems.