Reading Development: A Handbook of Assessment and Instruction Vol. 2

Ward, Gay Cuming; Phinney, Margaret Yatsevitch

ISBN 10: 1533232873 / ISBN 13: 9781533232878

Editore: Createspace Independent Publishing Platform, 2016

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May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Codice articolo G1533232873I4N00

Dati bibliografici

• Titolo: Reading Development: A Handbook of Assessment and Instruction Vol. 2
• Editore: Createspace Independent Publishing Platform
• Data di pubblicazione: 2016
• Lingua: Inglese
• ISBN 10: 1533232873
• ISBN 13: 9781533232878
• Rilegatura: Paperback
• Condizione: Very Good
• Condizione della sovraccoperta: No Jacket
• Peso: 2,95 libbre

Descrizione articolo

Riassunto

This is a rich resource for assessing and teaching reading. It lays out a developmental continuum of reading behaviors starting at birth and continuing through the fully mature and developed adult reader. The Continuum is organized into three major components: Engagement, Comprehension, and Language-to-Print. Each component is broken down into several major categories of reading behaviors. The Continuum is divided into seven phases of development, from the Pre-Verbal through the Flexible Phase. Each phase has a set of fully defined sub-categories of behaviors appropriate to that level framed as questions so that the Continuum becomes a functional assessment tool. (e.g., “Does the reader word-match with steady fluency, phrase-chunking appropriately?”) As such, it allows teachers to plan for differentiated instruction that pinpoints specific learning needs. Every behavior is accompanied by a set of suggested instructional strategies for helping the learner become competent with that behavior. Hundreds of engaging trade books of all genres are included in the teacher-tried activities, thereby freeing educators from over reliance on basal reading programs that don’t always meet the needs of all learners. Volume 1 focuses on pre-reading and early reading development, covering Pre-Verbal, Pre-Print, Emergent, and Print-Focused Phases. Volume 2 focuses on the Print-Focused, Consolidation, Silent, and Flexible Phases. Both volumes include the Introduction and Overview chapters and a copy of the full Continuum. Literacy standards can be met through using strategies in this resource to support learners.This resource is appropriate for all educators interested in supporting reading development: regular, special, and ELL teachers at all levels, teacher educators and teacher trainees, reading specialists and resource personnel, parents, home-schoolers, Montessori educators, administrators, and district reading supervisors. It allows schools as well as individual teachers and home-schooling parents to customize their plans to meet the needs of the learners in their care.

Informazioni sull'autore

Dr. Margaret Phinney is a Professor Emerita at the University of Wisconsin-River Falls. She has been involved in education all of her adult life. While in the Peace Corps, she helped build a community-based kindergarten in a Venezuelan barrio. Later, she taught elementary school as a classroom teacher and as a reading teacher at a public school in Nova Scotia, then as a classroom teacher at the Smith College Campus School while completing her graduate studies at the University of Massachusetts-Amherst. She became a teacher-educator in literacy education at the University of Minnesota. For the last 12 years before retirement, she taught reading assessment and development in the undergraduate teacher education program and directed the Masters’ licensure program for Reading Teachers and Specialists at the University of Wisconsin-River Falls. She also taught Literacy Foundations, Research, Reading Methods, Assessment & Development, and Children’s Literature. She has made many presentations at conferences around the world including Australia, New Zealand, China, Canada, and the Philippines. She is author of Reading with the Troubled Reader, several children’s books, and numerous articles and book chapters for researchers, teachers, and parents. Dr. Gay Ward is a Professor Emerita of Teacher Education at the University of Wisconsin-River Falls. Gay earned a Bachelor of Art’s Degree from Smith College, a graduate diploma of education from Murdoch University in Western Australia, a Master’s of Education and Montessori certification from Xavier University and a Ph.D. in Education from the University of Notre Dame Australia. She is an experienced elementary teacher having taught children aged 5-12 in Western Australia where she also taught courses at the University of Notre Dame Australia. She moved to Wisconsin in 2001 to assume a position at the University of Wisconsin-River Falls teaching early childhood and elementary child development, language and literacy courses. She also taught Research Methods to graduate Reading Program and Montessori Program candidates. She coordinated the Early Childhood undergraduate programs and the Montessori Graduate Teacher Education program. Gay has facilitated workshops on literacy in Australia, the United States, Korea, Taiwan and the Philippines. She has published articles on reading, narrative development, choice in learning and joyfulness. She is currently a literacy consultant and a Montessori education consultant.