[Ebook PDF] Creating Literacy Instruction for All Students, 10th Edition

• Delivery: Can be download Immediately after purchasing
• Version: Only PDF Version.
• Compatible Devices: Can be read on any devices (Kindle, NOOK, Android/IOS devices, Windows, MAC)
• Quality: High Quality. No missing contents. Printable

_____________________________________________________________

Creating Literacy Instruction for All Students, 10th Edition

Authors: by Thomas G. Gunning (Author)

The most comprehensive PreK-8 literacy text on the market – packed with practical instruction and assessment strategies that support the literacy development of all learners. Creating Literacy Instruction for All Students includes in-depth coverage of every major topic and research-based strategy in literacy education. Readers will gain a thorough understanding of every essential theory and practical technique, then choose which strategies best fit their students’ needs and their personal teaching style. Unique text features include: three chapters dedicated to comprehension, an Academic Word List adapted for elementary and middle school students, arranged by difficulty level of words; specialized techniques for teaching difficult phonics elements; formative phonics, syllabic analysis, and comprehension assessments that are easy to administer and analyze; comprehension techniques such as mystery passages, using manipulatives, macro close, and writing intensive reading comprehension; stage of development; explanations on using extensive databases of Lexiled informational texts; and step-by-step guidance for teaching reading and writing – including sample lessons for virtually every major literacy skill/strategy that incorporate the key elements of effective assessment and instruction. The 10th Edition highlights technology’s increasing role and use in both literacy assessment and instruction and incorporates new research studies that show how educators can support their students in reaching grade-level requirements.

PREFACE
Creating Literacy Instruction for All Students will not tell you how to teach reading and writing. Providing literacy instruction is in large measure a matter of making choices: Should you use basal reader anthologies or children’s books or both? Should you teach children to read words by patterns or to sound out words letter by letter, or both? Should you have three reading groups or four in your class,
or no groups? There are no right answers to these questions. The answers depend on your personal philosophy, your interpretation of the research, the level at which you are teaching, the diversity of the students you are teaching, community preferences, and the nature of your school’s or school district’s reading program.
What this book will do is help you discover approaches and techniques that fit your teaching style and your teaching situation. Its aim is to present as fairly, completely, and clearly as possible the major approaches and techniques shown by research and practice to be successful. This book also presents the theories and research behind the methods, so you will be free to choose, adapt, and/or construct approaches and techniques that best fit your style and teaching situation. You will be creating literacy instruction. Although the text emphasizes approaches and techniques, methods are only part
of the equation. Reading is not just a process; it is also very much a content area. What students read does matter, and, therefore, I have provided recommendations for specific children’s books and other reading materials. The basic premise of this book is that the best reading programs result through a combination of effective techniques and plenty of worthwhile reading material.
Because children differ greatly in their backgrounds, needs, and interests, the book offers a variety of suggestions about techniques and types of reading materials. The intent is to provide you with sufficient background knowledge of teaching methods, children’s books, and other reading materials to enable you to create effective instruction for all children.
This book also recognizes that reading is part of a larger language process; therefore, considerable attention is paid to writing and the other language arts, especially as these relate to reading instruction. Whether reading or writing is being addressed, the emphasis is on making the students the center of instruction. For instance, I
recommend activities that allow students to choose writing topics and reading materials. Approaches that foster a personal response to reading along with a careful analysis of text are also advocated. Just as you are encouraged by this text to create your own reading instruction, students must be encouraged to create their own literacy.
Changes to the Tenth Edition
During the time that has elapsed since the publication of the ninth edition of this book, it has become clear that advances in technology have accelerated and that technology is playing an increased role in students’ lives. It is also clear that technology has much to offer in both literacy assessment and instruction. Throughout this revised text, possible uses of technology have been highlighted, with an emphasis on resources that are of high quality but of low or no cost. Also emphasized in this revision is a do whatever-it-takes attitude. Several research studies, which are explored in this revision, offer convincing proof that almost all students can be brought up to grade level or close to it if they are provided with the instruction and practice that is required.