Learning to Read
商品資訊
系列名：Solving Problems in the Teaching of Literacy
ISBN13：9781572306493
出版社：Guilford Pubn
作者：Michael Pressley (EDT); Richard L. Allington; Ruth Wharton-McDonald; Cathy Collins Block; Lesley Mandel Morrow
出版日：2001/04/02
裝訂／頁數：平裝／242頁
規格：21.6cm*14.6cm*1.9cm (高/寬/厚)
定價
：NT$ 2040 元無庫存，下單後進貨(到貨天數約30-45天)
下單可得紅利積點：61 點
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商品簡介
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.
作者簡介
Michael Pressley, PhD, was University Distinguished Professor, Director of the Doctoral Program in Teacher Education, and Director of the Literacy Achievement Research Center at Michigan State University.
Richard L. Allington, PhD, is the Irving and Rose Fien Professor of Education at the University of Florida, where he continues the study of exemplary elementary teaching.
Ruth Wharton-McDonald, PhD, is currently Assistant Professor in the Department of Education at the University of New Hampshire. Dr. Wharton-McDonald's research interests focus on the school literacy experiences of young children. She has collaborated with several of the other authors in this book on studies of exemplary teachers and their students. She is currently involved in a study of first graders' perspectives on schooling.
Cathy Collins Block, PhD, is Professor of Education at Texas Christian University. She has directed eight nationally funded research projects related to comprehension instruction, teaching comprehension, teacher education, and professional development.
Lesley Mandel Morrow, PhD, is Professor in the Department of Learning and Teaching, Graduate School of Education, Rutgers, The State University of New Jersey.
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