Distinguished Educators on Reading: Contributions That Have Shaped Effective Literacy Instruction.

Sonst. Personen	Padak, Nancy D. (Hrsg.); Rasinski, Timothy V. (Hrsg.); Peck, Jacqueline K. (Hrsg.); Church, Brenda Weible (Hrsg.); Fawcett, Gay (Hrsg.); Hendershot, Judith M. (Hrsg.); Henry, Justina M. (Hrsg.); Moss, Barbara G. (Hrsg.); Pryor, Elizabeth (Hrsg.); Roskos, Kathleen A. (Hrsg.); Baumann, James F. (Hrsg.); Dillon, Deborah R. (Hrsg.); Hopkins, Carol J. (Hrsg.); Humphrey, Jack W. (Hrsg.); O'Brien, David G. (Hrsg.)
Institution	International Reading Association, Newark, DE.
Titel	Distinguished Educators on Reading: Contributions That Have Shaped Effective Literacy Instruction.
Quelle	(2000), (565 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-87207-269-X
Schlagwörter	Elementary Secondary Education; High Risk Students; Literacy; Reading Achievement; Reading Aloud to Others; Reading Instruction; Reading Research; Reading Teachers; Reading Writing Relationship; Spelling; Student Evaluation; Vocabulary Development; Whole Language Approach; Writing Evaluation; Writing Instruction + Suchen Sie Ihr Suchwort? Problemschüler; Alphabetisierung; Schreib- und Lesefähigkeit; Leseleistung; Leseunterricht; Leseforschung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Schreibweise; Schulnote; Studentische Bewertung; Wortschatzarbeit; Integrierter Sprachunterricht; Schreibunterricht
Abstract	Drawing from the popular "Distinguished Educator" series of articles in the journal "The Reading Teacher," this book presents 33 essays by respected scholars in nearly every field of reading research and instruction. In addition to the original articles, almost all featured educators have included a professional biography written especially for this collection, providing further insight into the genesis of their work and ideas. Many authors also accepted the invitation to update their original articles. Essays in Section 1, Distinguished Educators on Theories of Literacy, are: "I Didn't Found Whole Language" and "Update: Forward 8 Years and Back a Century" (Kenneth S. Goodman); "Romance and Reality" (Keith E. Stanovich); "Toward an Educationally Relevant Theory of Literacy Learning: Twenty Years of Inquiry" and "Update: Is an Educationally Relevant Theory of Literacy Learning Possible? 25 Years of Inquiry Suggests It Is" (Brian Cambourne); and "Imagine That: Literacy Education for Public Democracy" (Patrick Shannon). Essays in Section 2, Distinguished Educators on Teachers, are: "How Do You Spell Dream? You Learn--With the Help of a Teacher" and "Update: Teaching in the Cracks for a More Just and Caring World" (Denny Taylor); "Those Influential Literacy Teachers: Meaning Negotiators and Motivation Builders" (Robert B. Ruddell); "Literacy for All Students: Ten Steps Toward Making a Difference" (Kathryn H. Au); "Whole Language: Why Bother?" and "Update: Why Whole Language Still Matters" (Dorothy J. Watson); and "Trust the Shadows" (Donald H. Graves). Essays in Section 3, Distinguished Educators on Schools, are: "The Schools We Have. The Schools We Need" (Richard L. Allington); "When Bad Things Happen to Good Ideas in Literacy Education: Professional Dilemmas, Personal Decisions, and Political Traps" (James V. Hoffman); "What Ever Happened to...?" (Margaret Early); "There's More to Teaching At-Risk and Delayed Readers Than Good Reading Instruction" (Irene W. Gaskins)
Anmerkungen	Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 ($39.95). Web site: http://www.reading.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01