基本説明
Describes several studies of effective beginning reading instruction conducted across the country.
Full Description
An important goal in every first-grade classroom is to get children reading--but how? This book examines current research on first-grade literacy instruction, and shows how it translates into what good teachers really do in the classroom. The authors, premier early literacy scholars and educators, describe several studies of effective beginning reading instruction conducted across the country. They then take readers directly into the classrooms of five highly successful teachers, exploring the reading, writing, and classroom management techniques these practitioners use to boost student engagement and achievement. The book provides readers with a vivid picture of the complexities of successful teaching. In particular, it demonstrates ways that teachers can blend elements of both holistic and skills approaches to provide rich and enjoyable learning environments for young readers.
Contents
I. First Grade: History and Contemporary Practice
1. A Brief History of First-Grade Reading Instruction
2. Surveying Nominated-Effective First-Grade Teachers about Their Instruction
3. The Nature of First-Grade Instruction That Promotes Literacy Achievement
4. Teaching Writing in the First Grade: Instruction, Scaffolds, and Expectations, Ruth Wharton-McDonald
II. The Case Studies
5. Barbara Wiesner, Michael Pressley
6. Andy Schultheis, Ruth Wharton-McDonald
7. Georgia Leyden, Kim Baker, Richard L. Allington, and Greg Brooks
8. Missy Allen, Cathy Collins Block
9. Patricia Loden, Lesley Mandel Morrow and Elizabeth Brown Asbury
III. Thoughts about Teacher Development
10. How I Became an Exemplary Teacher: (Although I'm Really Still Learning Just Like Anyone Else), Jeni Pollack Day
11. Concluding Reflections
