CHARLES TEMPLE is a professor of education at Hobart and William Smith Colleges in Geneva, New York, where he teaches courses on literacy, children’s literature, storytelling, and international education. He has written books on emergent literacy, invented spelling, writing instruction, language arts, diagnosis and remediation of reading disabilities, and children’s literature, as well as books for children. He codirects Critical Thinking International, Inc., a nonprofit organization that does children’s book development and literacy work around the world.

DONNA OGLE is Emerita Professor of Reading and Language at National-Louis University (NLU) in Chicago, Illinois, and is active in research and professional development projects. She served as senior consultant to the Chicago Striving Readers Project, was CoDirector of the Literacy Partners Project, and codirects the Reading Leadership Institute. Donna also serves as a literacy consultant internationally and is part of Critical Thinking International and an editorial reviewer for Grupo SM in Latin America, The Reading Teacher, and the Journal of Adolescent and Adult Literacy. Donna is a past president of the International Reading Association (IRA) and an elected member of the Reading Hall of Fame. She is the author of many books, book chapters, professional articles, and curriculum materials.

ALAN CRAWFORD is Emeritus Professor of Education at California State University, Los Angeles. He has served as President of the California Reading Association, a Fulbright Senior scholar in Ecuador and Morocco, and a Researcher in Residence at the American Embassy in Baku, Azerbaijan. He has done extensive teaching, consulting, and writing on teaching reading in the elementary school, especially for

second language learners. Alan has written curriculum for teaching reading in Spanish and served on the Editorial Review Board of Lectura y Vida. He served as IRA’s representative to UNESCO for many years and was a Senior Literacy Specialist at UNESCO in Paris during International Literacy Year (1989—90). He is currently a director of Critical Thinking International. He frequently presents seminars and workshops on a volunteer basis for international development projects in Latin America, Europe, Asia, and Africa.

CODRUTA TEMPLE is associate professor of second language education at the State University of New York College at Cortland. She has coauthored two college textbooks, The Beginnings of Writing and Understanding Reading Problems: Assessment and Instruction, as well as several articles and book chapters on literacy development in mathematics classrooms.

Brief Table of Contents

1. Approaches to Teaching Reading

2. The Social and Cultural Contexts for Teaching All Children to Read

3. What Reading Teachers Need to Know About Language

4. Emergent Literacy

5. Phonics and Word Knowledge

6. Helping Readers Build Fluency

7. The Importance of Vocabulary Development

8. Reading Comprehension, Part I: Making Sense of Literature

9. Reading Comprehension, Part II: Understanding and Learning with Informational Texts

10. Critical Thinking and Critical Literacy

11. Teaching Children to Spell and Write

12. Assessing Literacy

13. Integrating Language and Literacy Instruction Across the Grades

14. Models and Strategies for Teaching ESL and for Teaching Reading in the Mother Tongue

Appendix A: Addressing the Common Core Standards

Appendix B: Teach It! Instructional Activities

References

Glossary

Name Index 

Subject Index 

Detailed Table of Contents

1. Approaches to Teaching Reading

         Why Does Literacy Matter?

         How Well Do Children in the United States Read?

         Components of Reading Ability 

         Phases of Reading Development 

         The Recent History of Reading Instruction: How We Got Where We Are

2. The Social and Cultural Contexts for Teaching All Children to Read

         The Social Contexts of Literacy 

         Planning for a Literate Classroom 

         Meeting the Literacy Needs of All Children 

         Response to Intervention (RTI)

         Finding the Books and Materials They Want to Read

3. What Reading Teachers Need to Know About Language

         Phonology: The Sounds of English

         Morphology: How English Words Are Built

         Vocabulary: Words and Their Meanings

         Syntax: Ordering and Inflecting Classes of Words

         Text Structure

4. Emergent Literacy

         What Is Emergent Literacy?

         Language-Based Learning and Emergent Literacy

         Print-Based Learning and Emergent Literacy

         Comprehensive Strategies to Nurture Emergent Literacy

         Teaching Specific Skills

         Environmental Strategies to Support

         Emergent Literacy

         Involving Families in Emergent Literacy

5. Phonics and Word Knowledge

         What Is Phonics? What Is Word Knowledge? 

         Words as Wholes: The Logographic Phase

         Letter-by-Letter Reading: The Alphabetic Phase

         Chunking: The Orthographic Phase

         Meaningful Word Parts: The Morphological Phase

         Word Histories and Families: The Derivational Phase

         Helping Students Read Words in Context

6. Helping Readers Build Fluency

         Fluency in Reading

         Modeling Fluent Oral Reading

         Supporting Children’s Reading for Fluency

         Practicing Fluency With and Without the  Teacher’s Guidance

         Embedding Repeated Reading in Performance

7. The Importance of Vocabulary Development

         What Is Vocabulary?

         What Does the Research Say About Vocabulary?

         Teaching Vocabulary

         Teaching Strategies for Independent Word Learning

8. Reading Comprehension, Part 1: Making Sense of Literature

         How Students Understand Literature

         Teaching for Comprehension: General Strategies

         Teaching for Comprehension: Specific Skills

         Close Reading

         Assessing Comprehension

9. Reading Comprehension, Part II: Understanding and Learning with Informational Texts

         Characteristics of Informational Texts

         Understanding How Readers Comprehend Informational Texts

         Teaching Students to Use Features of Informational Texts

         Teaching with Informational Texts

         Classrooms That Develop Independent Learners

10. Critical Thinking and Critical Literacy

         Critical Thinking and Critical Literacy

         Looking Critically at Works of Literature

         Thinking Critically About Texts Other Than Stories

         Teaching Strategies for Critical Thinking

11. Teaching Children to Spell and Write

         Spelling Development and Assessment

         Teaching Children to Spell

         A Writing Process in Five Parts
         Writing in Different Genres

         Assessment of Writing

         Writing to Learn

12. Assessing Literacy

         What Is Assessment and Why Do We Assess?

         Approaches to Assessment

         Terms Used in Testing 

         Assessing Emergent Readers

         Assessing Beginning Readers and Beyond

         Other Uses of Assessment

13. Integrating Language and Literacy Instruction Across the Grades

         Teaching Print Concepts and Phonological Awareness in Context

         Teaching Phonics in Context

         Teaching Morphology in Context

         Teaching Grammar in Context

         Teaching Text Structure

14. Models and Strategies for Teaching ESL and for Teaching Reading in the Mother Tongue

         Options for Teaching the English Language Learner

         Major Principles of Second-Language Acquisition

         Instructional Strategies for Second-Language Acquisition

         Options for Teaching the English Language Learner to Read

         Mother Tongue Support in the Bilingual Classroom

Appendix A: Addressing the Common Core Standards

Appendix B: Teach It! Instructional Activities

References

Glossary

Name Index 

Subject Index 

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.