Balancing Principles for Teaching Elementary Reading

Nonfiction, Reference & Language, Education & Teaching, Teaching, Teaching Methods
Cover of the book Balancing Principles for Teaching Elementary Reading by James V. Hoffman, Peter Afflerbach, Ann M. Duffy-Hester, Sarah J. McCarthey, James F. Baumann, Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: James V. Hoffman, Peter Afflerbach, Ann M. Duffy-Hester, Sarah J. McCarthey, James F. Baumann ISBN: 9781135679712
Publisher: Taylor and Francis Publication: April 8, 2014
Imprint: Routledge Language: English
Author: James V. Hoffman, Peter Afflerbach, Ann M. Duffy-Hester, Sarah J. McCarthey, James F. Baumann
ISBN: 9781135679712
Publisher: Taylor and Francis
Publication: April 8, 2014
Imprint: Routledge
Language: English

This book appears at a time when the crisis rhetoric about schools, teaching, and learning to read is extremely high. There is a rising call within the profession for a balanced perspective on reading. Balancing Principles for Teaching Elementary Reading aspires to help set the agenda for improving the quality of literacy instruction in the United States--by recentering the debate from "What's better, 'whole language' or 'phonics'?" to "What can we do in reading instruction to prepare all children for the literacy demands of the next century?"

The authors, all members of the professional community of reading educators, work on a daily basis with teachers in classrooms, prospective teachers, clinicians, and tutors. Their goal for this book is to represent what they have learned about effective teaching and learning as members of this community. It is written with four purposes in mind:
* to offer a principled conception of reading and learning to read that is considerate of both the personal dimensions of literacy acquisition as well as the changes that are taking place in society,
* to summarize key findings from the research that relate specifically to effective teaching practices,
* to describe current practices in reading instruction with specific comparisons to the principles of effective practice that are identified, and
* to suggest an action agenda that is school-based and designed to promote positive changes in the quality of instruction.

This text offers a perspective for teaching that provokes members of the reading education community to think about their underlying beliefs about teaching and their shared commitment to making schools more effective for the students they serve. It is envisioned as a resource to be used in building a community of learners--to be read with professional colleagues in a course of study, in a teacher-researcher book club, or in some type of in-service setting. Readers are encouraged to debate the ideas presented, to challenge the authors' conceptions with their own reality, to make sense within a community about what action is desirable. Some specific suggestions and strategies are provided as springboards for further exploration and action.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This book appears at a time when the crisis rhetoric about schools, teaching, and learning to read is extremely high. There is a rising call within the profession for a balanced perspective on reading. Balancing Principles for Teaching Elementary Reading aspires to help set the agenda for improving the quality of literacy instruction in the United States--by recentering the debate from "What's better, 'whole language' or 'phonics'?" to "What can we do in reading instruction to prepare all children for the literacy demands of the next century?"

The authors, all members of the professional community of reading educators, work on a daily basis with teachers in classrooms, prospective teachers, clinicians, and tutors. Their goal for this book is to represent what they have learned about effective teaching and learning as members of this community. It is written with four purposes in mind:
* to offer a principled conception of reading and learning to read that is considerate of both the personal dimensions of literacy acquisition as well as the changes that are taking place in society,
* to summarize key findings from the research that relate specifically to effective teaching practices,
* to describe current practices in reading instruction with specific comparisons to the principles of effective practice that are identified, and
* to suggest an action agenda that is school-based and designed to promote positive changes in the quality of instruction.

This text offers a perspective for teaching that provokes members of the reading education community to think about their underlying beliefs about teaching and their shared commitment to making schools more effective for the students they serve. It is envisioned as a resource to be used in building a community of learners--to be read with professional colleagues in a course of study, in a teacher-researcher book club, or in some type of in-service setting. Readers are encouraged to debate the ideas presented, to challenge the authors' conceptions with their own reality, to make sense within a community about what action is desirable. Some specific suggestions and strategies are provided as springboards for further exploration and action.

More books from Taylor and Francis

Cover of the book The Brentano Puzzle by James V. Hoffman, Peter Afflerbach, Ann M. Duffy-Hester, Sarah J. McCarthey, James F. Baumann
Cover of the book The World of the American West by James V. Hoffman, Peter Afflerbach, Ann M. Duffy-Hester, Sarah J. McCarthey, James F. Baumann
Cover of the book Discovering Stage Lighting by James V. Hoffman, Peter Afflerbach, Ann M. Duffy-Hester, Sarah J. McCarthey, James F. Baumann
Cover of the book Rene Girard and Myth by James V. Hoffman, Peter Afflerbach, Ann M. Duffy-Hester, Sarah J. McCarthey, James F. Baumann
Cover of the book Life and Art by James V. Hoffman, Peter Afflerbach, Ann M. Duffy-Hester, Sarah J. McCarthey, James F. Baumann
Cover of the book Public Lands Politics by James V. Hoffman, Peter Afflerbach, Ann M. Duffy-Hester, Sarah J. McCarthey, James F. Baumann
Cover of the book Rethinking Law and Development by James V. Hoffman, Peter Afflerbach, Ann M. Duffy-Hester, Sarah J. McCarthey, James F. Baumann
Cover of the book Industrial Organization by James V. Hoffman, Peter Afflerbach, Ann M. Duffy-Hester, Sarah J. McCarthey, James F. Baumann
Cover of the book Evolving Work by James V. Hoffman, Peter Afflerbach, Ann M. Duffy-Hester, Sarah J. McCarthey, James F. Baumann
Cover of the book British Media and the Rwandan Genocide by James V. Hoffman, Peter Afflerbach, Ann M. Duffy-Hester, Sarah J. McCarthey, James F. Baumann
Cover of the book Interdisciplinary and Intercultural Programmes in Higher Education by James V. Hoffman, Peter Afflerbach, Ann M. Duffy-Hester, Sarah J. McCarthey, James F. Baumann
Cover of the book World Yearbook of Education 1982/3 by James V. Hoffman, Peter Afflerbach, Ann M. Duffy-Hester, Sarah J. McCarthey, James F. Baumann
Cover of the book Thermal Comfort in Hot Dry Climates by James V. Hoffman, Peter Afflerbach, Ann M. Duffy-Hester, Sarah J. McCarthey, James F. Baumann
Cover of the book Stress And Anxiety by James V. Hoffman, Peter Afflerbach, Ann M. Duffy-Hester, Sarah J. McCarthey, James F. Baumann
Cover of the book Aligning Human Resources and Business Strategy by James V. Hoffman, Peter Afflerbach, Ann M. Duffy-Hester, Sarah J. McCarthey, James F. Baumann
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy