Listening to Children Reading

Arnold, Helen

Intl Literacy Assn

Reading: Tests and Assessment Techniques

Reference

Pumfrey, Peter D.

Foreign Language Study & Reference

In the ever-changing world of education, beginning teachers need resources to turn to as they face new, daily challenges. In the First Few Years: Reflections of a Beginning Teacher will be that resource. In this collection of 22 essays, author Tina Humphrey shares insights and experiences from her first three years of teaching. The author uses humor, honesty, and compassion to cover topics such as memorable first-year moments, challenging students, heartaches in the classroom, and life outside teaching. Although Humphrey focuses on the first years of teaching, her reflections will touch teachers new and old. Her inspirational stories will make new teachers feel like they are not alone and will allow veteran teachers to reflect on their own journeys. In the First Few Years will provide a place for all teachers to turn in order to laugh, learn, and share to help themselves and, ultimately, their students.

In the First Few Years: Reflections of a Beginning Teacher

Education & Teaching

Humphrey, Tina

Schools & Teaching

Editors: Eric J. Paulson, Michaeline E. Laine, Shirley A. Biggs, and Terry L. Bullock This volume presents articles from The Journal of College Literacy and Learning, a peer-reviewed journal produced by the International Reading Association’s College Literacy and Learning Special Interest Group. This journal, under its former title Forum for Reading, goes back more than 30 years. The editors have chosen 27 articles for this collection, grouped into three sections: Theoretical Issues provides insights and perspectives on the theoretical framework for instructing, designing, and implementing college reading programs. This section raises some of the most important questions of the volume: How is the field of college reading grounded? How does it fit into the larger university culture? What is the relationship of cognition and metacognition in the college reading classroom? Research addresses a variety of topics and examines the efficacy of various pedagogical approaches. Student attitudes and understandings of texts and learning are explored, as well as demands of college-level textbooks and study requirements. The diversity inherent in college reading is made evident, as this section focuses on not just college developmental readers, but also English language learners, proficient readers, and at-risk students. Program and Strategy Descriptions features practical ideas that educators can put to use immediately. In addition to descriptions of techniques, articles in this section include discussions about administrative matters surrounding college reading programs and assessment issues. The articles included in each of these sections demonstrate the editors’ belief in the cyclical and interactive nature of theory, research, and practice: In these articles, research is never far removed from practice, theory is not considered an ivory tower phenomenon, and the techniques in the strategy section are not presented without an implicit or explicit theoretical perspective. This volume offers something for everyone with an interest in college reading, from the new professional to the seasoned veteran. Readers will find that these articles not only answer questions about college reading but also spark more questions, thus keeping research and thinking in the field moving forward.

College Reading Research and Practice: Articles from the Journal of College Literacy and Learning

Bullock, Terry L.

Paulson, Eric J.

Biggs, Shirley A.

Words, Language & Grammar

Educators today want to go beyond how-to manuals and publications that merely celebrate the many exciting new technologies as they appear in schools. Students are immersed in an evolving world of new technology development in which they are not passive recipients of these technologies but active interpreters of them. How do you help learners interpret these technologies as we all become immersed in the new information age? 
Editor Bertram C. Bruce provides this collection of 32 Technology Departments from the Journal of Adolescent &amp; Adult Literacy covering the 1998 to 2002 volume years, which examines critical aspects of literacy in the new information age and the complex issues surrounding the use of new technologies. The pieces build on specific examples from classrooms, Web use, and other experiences with new digital information and communication environments. 
Bruce has grouped the chapters conceptually rather than chronologically into the following six sections: Historical Perspective, New Media Practices, Personal Meanings, Ethical and Policy Issues, Learning Opportunities, and Community. The book also addresses issues such as credibility, access, and privacy, and most centrally an understanding of what new media mean for teaching, learning, and literacy development. 
Educators feel the challenge of preparing students to live productively within this emerging world and deciding what learning experiences can best prepare students for becoming literate in today’s world. This collection will provide the tools for you and your students to explore the way new literacies are evolving as they become ever more central in your lives. 
©2003 | 384 pp | ISBN: 0-87207-003-4 | 003-553 | General 
IRA Book Club selection 03/03

Literacy in the Information Age: Inquiries into Meaning Making With New Technologies

Politics & Social Sciences

Bertram C. Bruce

Social Sciences

Editor: Heather Fehring 
In the last 10 years, the world has witnessed a massive change to the nature of what it means to be literate. Educators of English must ask themselves challenging questions, such as how can we effectively assess students’ literacies, and how can we ensure that the assessment process empowers individuals? Although there are many stakeholders to consider as educators perform and report on literacy assessments—students, parents, colleagues, and government, to name a few—teachers must make informed, consistent judgments regarding students’ literacy achievement. 
This volume presents articles published by the Australian Literacy Educators’ Association (ALEA) between 1992 and 2002. Editor Heather Fehring has chosen 19 articles that present diverse viewpoints related to literacy assessment and reporting practices. The articles, which encompass a range of grade levels from elementary school to high school, explore literacy assessment from a theoretical perspective, report on applicable research studies, discuss the implications of standards and benchmarking, and demonstrate practical classroom implementation of assessment and reporting techniques. 
Literacy Assessment provides a rich resource of perspectives on the topic of literacy assessment, but more important, it stresses the importance of teacher judgment in relation to literacy assessment and reporting. This collection will give you the knowledge to make informed judgments about the literacy assessments and reporting practices in your own classroom.

Literacy Assessment: A Collection of Articles from the Australian Literacy Educators' Association

Australian Literacy Educators' Association

Written in response to recent developments in reading research and a demand by primary-grade teachers for a comprehension-based instructional framework, author Maureen McLaughlin presents Guided Comprehension in the Primary Grades. Adapting the Guided Comprehension Model introduced in her best-selling book (with Mary Beth Allen) Guided Comprehension: A Teaching Model for Grades 3-8, McLaughlin presents a teaching framework that develops reading comprehension in primary-grade students through direct and guided strategy instruction, numerous opportunities for engagement, and a variety of leveled texts and instructional settings. 
Chapters explain the theoretical framework of the Guided Comprehension Model for the Primary Grades, present theme-based lessons for implementing the Model, and offer practical ideas for classroom organization and management. The appendixes provide additional teaching ideas, a literacy continuum for the primary grades, extensive lists of resources, reproducible forms, and home-school connections. The book will help you implement the Model in your classroom and teach comprehension strategies to your youngest learners.
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

Guided Comprehension in the Primary Grades

McLaughlin, Maureen

Editors: Michelle Commeyras, Betty Shockley Bisplinghoff, and Jennifer Olson 
Teachers read books, journals, and other literature for professional purposes, but what impact do their personal reading lives have on their teaching lives? The contributors to Teachers as Readers: Perspectives on the Importance of Reading in Teachers’ Classrooms and Lives—themselves teachers and teacher educators—explore the positive educational outcomes that are possible for students when teachers share with them what, how, and why they read for pleasure. The book presents 18 essays on a wide variety of classroom approaches for different grade levels that successfully involve teachers and students in enjoyable and instructive reading activities. 
Teachers as Readers culminates in the presentation of 13 stances that the contributors recommend for educators to enhance their teaching effectiveness, regardless of the subject they teach. The stances address, among many other issues, the need for teachers to inform students of the new vocabulary they learn through reading, share with students how they choose their personal reading materials, and reveal to students the questions they have when they read. 
The narratives in Teachers as Readers offer readers a view into the teachers’ lives as they come to better understand their own reading habits and into their classrooms as they impart their reading practices to their students. These authors hope the increased excitement about and interest in reading that they have discovered with their students inspires other teachers to adopt similar practices in their own classrooms and lives.

Teachers As Readers: Perspectives on the Importance of Reading in Teachers' Classrooms and Lives

Michelle Commeyras

Betty Shockley Bisplinghoff

Jennifer Olson

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

Tyner, Beverly

Even with effective early intervention, many students continue to need expert, intensive, and focused reading instruction well beyond the primary-grade years. Now, intermediate and middle school educators have a resource to help them develop instructional strategies for these struggling students. 
The contributors to this volume draw from research and classroom practice as they share strategies that work for children who struggle to read in grades 3-8. The chapters address the needs of children in a range of instructional settings such as general, special, and bilingual classrooms and learning contexts such as classroom, small group, individual, and tutorial. You'll come away with a solid understanding of the current state of knowledge on struggling readers and the multiple pathways you can take to help them succeed. 
©2003 | 264 pp | ISBN: 0-87207-009-3 | 009-553 | Elementary, Intermediate, Middle

After Early Intervention, Then What?: Teaching Struggling Readers in Grades 3 and Beyond

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