Building a Knowledge Base in Reading, Second Edition
Description
This popular publication of the International Reading Association and the National Council of Teachers of English provides preservice and inservice teachers with the latest findings about evidence-based literacy instruction.
The authors explore 13 core understandings about how students learn to read and what teachers can do to help them.
This second edition features new research and expanded coverage of literacy practices for middle and high school learners. Coauthor Jane Braunger is a Senior Research Associate in WestEd’s Strategic Literacy Initiative.
Resource Details
Product Information
ISBN: 978-0-87207-575-7Copyright: 2006
Format: Trade Paper
Pages: 216
Publisher: International Reading Association and the National Council of Teachers of English
Available Previews
Related Resources
-
Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms, 2nd Edition
This significantly updated edition of Reading for Understanding shows how teachers and students can work together to boost literacy, engagement, and achievement.
$35.00$24.50 -
Reimagining Our Inexperienced Adolescent Readers: From Struggling, Striving, Marginalized, and Reluctant to Thriving
This commentary, written by Cynthia Greenleaf, codeveloper of WestEd's Reading Apprenticeship instructional framework, and Kathleen Hinchman, confronts the issue of literacy instruction for older youth in the United States who struggle with reading. In many U.S. schools, many young people face an impoverished curriculum, receiving literacy instruction that is ill suited to their needs, or worse, receiving no literacy instruction at all.
-
Rethinking Preparation for Content Area Teaching: The Reading Apprenticeship® Approach
"Finally, a book to help teacher educators who are called upon to teach the course Reading in the Content Areas. In reading this book, I felt I had struck the proverbial goldmine: terrific course projects that will model for pre-service and in-service teachers precisely the kinds of metacognitive and discipline-based strategies that will be engaging and effective for their future students." — Linda Miller Cleary, professor of English education, Morse Alumni Professor of Distinguished Teaching, University of Minnesota, Duluth
$40.00
Stay Connected
Subscribe to the E-Bulletin and receive regular updates on research, free resources, solutions, and job postings from WestEd.
Your download will begin after you subscribe, or choose no thanks.
