What Research Has to Say About Reading Instruction

Reference

Samuels, S. Jay

Writing, Research & Publishing Guides

International Reading Association

This practical book based on sound research shows teachers how to use vocabulary instruction more effectively to improve reading comprehension. Nagy provides clearly explained examples of useful approaches to vocabulary instruction (mainly prereading activities) that classroom teachers can use or adapt. Classroom teachers and reading specialists working in the upper elementary grades and above will find this book especially helpful.The International Reading Association is the world's premier organization of literacy professionals. Our titles promote reading by providing professional development to continuously advance the quality of literacy instruction and research. Research-based, classroom-tested, and peer-reviewed, IRA titles are among the highest quality tools that help literacy professionals do their jobs better. Some of the many areas we publish in include: -Comprehension-Response To Intervention/Struggling Readers-Early Literacy -Adolescent Literacy

Teaching Vocabulary to Improve Reading Comprehension

Nagy, William E.

Words, Language & Grammar

As many schools are adapting to an ever-increasing broad range of learners, it becomes more important than ever to develop instruction to respond to these academically diverse students. Without differentiated reading instruction, some children will fall further behind while others will be left unchallenged. In Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers, author Beverly Tyner presents the Small-Group Differentiated Reading Model, an explicit classroom-tested and research-based model that provides effective reading instruction by combining guided reading and word study in small groups, allowing you to address the needs of beginning and struggling readers in a regular classroom setting. 
 The following aspects support the success of the Small-Group Differentiated Reading Model: -Every group of students is given quality reading instruction and tasks that are worthwhile, valuable, and matched to students' instructional level. -Assessment is ongoing and directly linked to instruction. -Components of the model work interactively, building on and supporting one another. 
The chapters present easy-to-implement lesson plans and activities to support the five stages of reading - emergent, beginning, fledgling, transitional, and independent - and the appendixes offer instructions on using the Early Reading Screening Instrument, word study materials, and word scramble and writing activities. 
Although intended primarily for primary-grade teachers, Small-Group Reading Instruction also will interest teachers of struggling readers in grades K-5 and those in charge of reading intervention programs. The book will provide you with teaching strategies and materials to determine and address your students' literacy education needs.
The International Reading Association is the world's premier organization of literacy professionals. Our titles promote reading by providing professional development to continuously advance the quality of literacy instruction and research.
 Research-based, classroom-tested, and peer-reviewed, IRA titles are among the highest quality tools that help literacy professionals do their jobs better. 
 Some of the many areas we publish in include: 
 -Comprehension -Response To Intervention/Struggling Readers -Early Literacy -Adolescent Literacy -Assessment -Literacy Coaching -Research And Policy

Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers

Beverly Tyner

“Mrs. Wesley, I did it! I did it!” (Joshua, first-grade student) As a teacher, you know the excitement of sharing those life-changing moments with your students when they comprehend the previously unknown. This book follows the yearlong journeys of three reading teachers who discovered the challenges and rewards that come with addressing the needs of struggling readers. As the authors share their insights, you’ll come to learn that good teaching requires not only knowing your craft but also knowing your students. The chapters focus on the five teaching principles that the authors consistently found to be effective with all their students—meaningful conversation, choice, pertinent instruction, consistent support, and purpose—and came to call “points of action.” The chapters recount the individual struggles and successes of three students as they become readers, specifically illustrating the points of action and how critical they are to successful reading instruction. The final chapter offers additional ideas that you can use to bring the points of action into your own classroom. The many classroom vignettes and excerpts of student dialogue throughout the chapters bring the students’ voices to the forefront. Plus, Reflection Points are included to provoke thought and discussion among you and your colleagues. All students have their own unique stories from which you can learn. So join the authors on their journeys, and let this book lead you to your own discoveries.

Discovering What Works for Struggling Readers: Journeys of Exploration with Primary-grade Students (Kids Insight)

Education & Teaching

Bev Wirt

Schools & Teaching

Reading in the middle school (Perspectives in reading ; no. 18)

Duffy, Gerald G. (editor)

Reading Assesment in Practice

Esta lista de libros, publicada solamente en español, es un tesoro valioso para maestros, padres de familia, bibliotecarios, y otras personas interesadas en libros para niños y adolescentes. Schon y Berkin explican la relevancia de la literatura infantil y exploran diferentes tipos de libros en español que están disponibles para los jóvenes. Cada capítulo contiene una extensa bibliografía de libros incluidos en el nivel apropiado para lectores principiantes, intermedios, y jóvenes. Published in a Spanish-language edition only, this booklist is a treasure for teachers, parents, librarians, and others interested in books for children and young adults. Schon and Berkin explain why children’s literature is significant, and explore the many different types of Spanish-language books available to young people. Each chapter contains a comprehensive bibliography of books listed at the appropriate reading level for beginning, intermediate, and young adult readers.

Introduccion a LA Literatura Infantil Y Juvenil (Spanish Edition)

Children's Books

Isabel Schon

Sarah Corona Berkin

Literature & Fiction

When it comes to reading, teen and preteen boys are your toughest students. Now, solutions are at hand in this one-of-a-kind book that offers ideas for using literature with positive male archetypes to motivate boys to read and capture their unique imaginations. Author Brozo defines several such archetypes and shares instructional vignettes in which teachers across the curriculum develop innovative strategies and activities using young adult books with these archetypes. He also shows you how to work with adults in the community to positively influence boys' literacy behavior and create conditions that encourage them to read. A foreword by Jon Scieszka explains why the need to help boys is so urgent. An appendix offers a booklist of 300 titles to help you identify appropriate archetypal literature. 
Although this book is geared specifically toward helping boys, the author points out that the strategies presented may also benefit girls by exposing them to positive male images that are unlike the stereotypes of masculinity they are exposed to every day. 
To Be a Boy, To Be a Reader will help you stop the cycle of adolescent boys' struggles with reading and engender a love of reading that last a lifetime.
The International Reading Association is the world's premier organization of literacy professionals. Our titles promote reading by providing professional development to continuously advance the quality of literacy instruction and research.
 Research-based, classroom-tested, and peer-reviewed, IRA titles are among the highest quality tools that help literacy professionals do their jobs better. 
 Some of the many areas we publish in include: 
 -Comprehension -Response To Intervention/Struggling Readers -Early Literacy -Adolescent Literacy -Assessment -Literacy Coaching -Research And Policy

To Be a Boy, to Be a Reader: Engaging Teen and Preteen Boys in Active Literacy

William G. Brozo

The third edition of this respected volume provides current research along with instructional implications that reflect the rapidly evolving professional context in which the research is used. Educators will find information on how to teach students to read based on evidence from a broad base of effective, well-designed research. Topics have been updated and added to better reflect current thinking in the field and address issues that have come to national and international attention for a number of reasons, including the recently released U.S. National Reading Panel report. The editors maintain a balance among theory, research, and effective classroom practice without presenting a formulaic view of good instruction or overly theoretical discussions in which practical applications of research findings are not adequately explored. The 17 chapters focus on research related to early reading instruction, phonemic awareness, comprehension, and many other topics. Each chapter concludes with ''Questions for Discussion'' to encourage reflection on the topics discussed. Teacher educators will find this volume to be a valuable tool for preservice teacher preparation as well as graduate level courses. The professional development community, school administrators, and policymakers will also find it to be an indispensable resource as they seek to implement programs consistent with rapidly emerging legislative and policy mandates.
The International Reading Association is the world's premier organization of literacy professionals. Our titles promote reading by providing professional development to continuously advance the quality of literacy instruction and research.
 Research-based, classroom-tested, and peer-reviewed, IRA titles are among the highest quality tools that help literacy professionals do their jobs better. 
 Some of the many areas we publish in include: 
 -Comprehension -Response To Intervention/Struggling Readers -Early Literacy -Adolescent Literacy -Assessment -Literacy Coaching -Research And Policy

Alan E. Farstrup

S. Jay Samuels

This compilation addresses instructional issues for teachers of children with reading/learning disabilities. The book is designed to help the reader redefine professional beliefs regarding what can be accomplished and to provide useful, specific examples of programs and practices that foster reading development in all children, both inside and outside the classroom.
The International Reading Association is the world's premier organization of literacy professionals. Our titles promote reading by providing professional development to continuously advance the quality of literacy instruction and research.
 Research-based, classroom-tested, and peer-reviewed, IRA titles are among the highest quality tools that help literacy professionals do their jobs better. 
 Some of the many areas we publish in include: 
 -Comprehension -Response To Intervention/Struggling Readers -Early Literacy -Adolescent Literacy -Assessment -Literacy Coaching -Research And Policy

Teaching Struggling Readers: Articles from the Reading Teacher

Business & Money

Richard L. Allington

Job Hunting & Careers

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