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For courses in Elementary Reading Methods. Balanced in its approach, Literacy for the 21st Century models how to execute the principles and processes recognized by the field as exemplary practice. The text features authentic classroom teaching models with student artifacts, minilessons, and four core instructional approaches for developing literacy skills. Chapters focus both on reading and writing processes and discuss how to develop fluent readers and writers, how to facilitate comprehension, how to organize for literacy instruction and how to use a variety of assessment procedures to document student learning. Because of its accessibility and practical pedagogical features, this text serves preservice teachers well. It also will function well for those teachers pressed into service in accelerated credentialing programs acting as an invaluable resource to get up and running quickly.
Gail E. Tompkins is Professor Emerita at California State University, Fresno.
Table of Contents
PART I What Is a Balanced Approach to Literacy Instruction?
Becoming an Effective Teacher of Reading
Teaching the Reading and Writing Processes
Assessing Students' Literacy Development
PART II How Do Children Learn to Read and Write?
Working With Emergent Readers and Writers
Breaking the Alphabetic Code
Developing Fluent Readers and Writers
PART III How Do Readers and Writers Construct Meaning?
Learning About the Meanings of Words
Facilitating Students' Comprehension
Becoming Familiar With the Structure of Text
PART IV How Do Teachers Organize Literacy Instruction?
Literature Focus Units
Reading and Writing Workshop
Basal Reading Textbooks
Reading and Writing in the Content Areas
PART V Compendium of Instructional Procedures
HOW DO TODAY'S TEACHERS CHART A COURSE TO CREATE COMPETENT, LITERATE CITIZENS FOR TOMORROW? Helping children become literate is one of the greatest challenges facing teachers today. As some teachers and researchers tout and defend one approach after another, parents are frightened that the new instructional methods aren't getting the job done. The media fuels the controversy with reports lamenting failing test scores and criticism that many schools are not producing literate citizens who can function competently. I have written this textbook to blaze a pathway toward implementing a thoughtful, balanced approach to teaching reading and writing, a pathway that incorporates the most effective teaching approaches and strategies. Thus, the third edition ofLiteracy for the 21st Centurybuilds on the research-based approaches to literacy instruction outlined in the previous editions of this book. It also models authentic literacy instruction in successful classrooms and explains how to balance the comprehensive way strategies and instruction skills support literacy development. WHY IS THIS READER-FRIENDLY TEXTBOOK A BEST SELLER? HERE'S WHAT PROFESSORS AMID THEIR STUDENTS TELL US This comprehensive text presents several sound approaches to literacy instruction and guides teachers toward best practice in teaching skills as well as strategies. It functions equally well as a core text for traditional introduction to reading methods courses and for newer literacy "block" courses. The eight principles of effective reading instruction outlined in chapter 1 provide a strong, easily understood foundation for the entire book. The text is written with preservice teachers in mind; however, teachers pressed into service in accelerated credential programs will find the book invaluable as a resource to get up and running quickly. The easily accessible Compendium of Instructional Procedures at the back of the book offers 38 clearly articulated instructional methods, an invaluable resource and quick reference. The text includes many lively descriptions and clear examples illustrating how real teachers teach reading and writing effectively, through vignettes opening each chapter, colorful inserts that present visual reinforcement of each major approach to teaching literacy, and two CD-ROMs containing classroom footage inviting users into classrooms and into teacher decision making. WHAT IS THE PURPOSE OF THIS TEXTBOOK? My goal in this text is to show beginning teachers how to teach reading and writing effectively, how to create a classroom climate where literacy flourishes, and how to empower the diverse array of students in today's classrooms to function competently as literate adults in the twenty-first century. To that end, I have based the text on four contemporary theories of literacy learning: constructivist, interactive, sociolinguistic, and reader response theories. Readers will learn how to implement a reading program with skills and strategies taught in context using a whole-part-whole organizational approach. The approach I take can, I believe, best be described as balanced and comprehensive. You will learn how to teach vital skills and useful strategies within the context of authentic reading and writing experiences. I have carefully selected the principles, skills, strategies, and examples of literature that will empower the beginning teacher to get up to speed quickly. In creating this textbook, I used knowledge I gleaned from a host of teachers who have been students in my beginning reading course over the years, and I also sifted through the array of practices and procedures proven effective in today's classrooms and with today's diverse student populations. Although there are many other useful ideas and strategies that can accomplish the goal of producing literate students, I have deliberately and painstakingly chosen research-b