1st Edition

Learning to Read
Lessons from Exemplary First-Grade Classrooms

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ISBN 9781572306493
Published August 1, 2001 by Guilford Press
242 Pages

USD $34.00

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Book 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.

Table of Contents

Part 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 Wharton-McDonald 4. Teaching Writing in the First Grade: Instruction, Scaffolds, and Expectations Part II The Case Studies Wiesner, Pressley. Schultheis, Wharton-McDonald. Leyden, Baker, Allington, Brooks. Allen, Block. Loden, Morrow, Asbury. Part III Thoughts about Teacher Development How I Became an Exemplary Teacher (Although I'm Really Still Learning Just Like Anyone Else) Day Concluding Reflections.

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'Reading this book, I found myself reviewing my years of teaching first grade and wondering how much better my teaching could have been if I had had this information. The authors do a good job of summarizing their findings in a fair and objective manner and recounting some wonderful individual stories. We learn best from actual examples from the classroom rather than theory alone; there is nothing like real life to add credibility.' - Brenda Sabey, PhD, Western Kentucky University, USA

'A clear, engaging book offering a nice mix of research and practice...I particularly enjoyed the case studies and the concluding reflections, which provide powerful food for thought. I would love to share this book with other teachers, particularly the new teachers that I mentor. I believe it will motivate, enthuse, and provide a basis for daily practice.' - Pat Clark, MS, First Grade Teacher, Alden Terrace School, Elmont UFSD, NY, USA

'A unique contribution to the field, and a real treat to read. I will use this book as a reference for lecture material as well as for assigned readings for graduate students.' - Diane H. Tracey, EdD, Kean University, USA