Teaching Reading Sourcebook 3/e
Teaching Reading Sourcebook 3/e
SKU:9781634022354
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Top-rated by the National Council on Teacher Quality (NCTQ), this bestselling, user-friendly guide to effective reading instruction is solidly grounded in the science of reading. Combining the best features of an academic text and a practical, hands-on teachers guide, the Teaching Reading Sourcebook comprehensively covers the scientific basis and instructional elements of the five essential components of effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. To facilitate comprehension and learning, the Sourcebook is organized according to the guiding questions behind explicit instruction (what? why? when? and how?). Each chapter includes a graphic, easy-to-understand explanation of the subject matter (what?); a concise summary of evidence-based research with a list of suggested readings (why?); suggested instructional timelines, assessments, and interventions (when?); and explicit, step-by-step lesson models that bridge the gap between research and practice (how?).
The 3rd Edition includes a new section on reading instruction within a Multi-Tiered Systems of Support (MTSS) framework.
Listed by the National Council on Teacher Qualitys 2020 Teacher Prep Review as one of 10 textbooks that comprehensively and rigorously cover the scientific basis and instructional elements of the five essential components of effective reading instruction.
About the Author
About the Author
<p><strong>Bill Honig</strong> is a founder of CORE, former State Superintendent of Public Instruction of California, former chair and vice-chair of the California Instructional Quality Commission, and author of <em>Teaching Our Children to Read: The Role of Skills in a Comprehensive Reading Program</em>. He currently blogs on his website Building Better Schools.</p><br><br><p><strong>Linda Diamond</strong> is a founder and president of CORE; a national speaker on literacy, leadership, assessment, and English-language learners; a former school principal and director of instruction; author of the middle-school supplemental vocabulary intervention program <em>Word Intelligence</em>; co-author of <em>Assessing Reading: Multiple Measures</em> and the <em>Vocabulary Handbook</em>; and author of numerous professional articles.</p><br><br><p><strong>Linda Gutlohn</strong> is a developer, editor, and writer of literacy products and grant proposals. She is co-author of the <em>Vocabulary Handbook, Word ID: Assessment Across the Content Areas, </em>and a newly published research paper entitled "Morpheme Frequency in Academic Words: Identifying High-Utility Morphemes for Instruction."</p><br><br><p><strong>Carrie L. Cole</strong>, President, Side-by-Side Educational Consulting</p><br><br><p><strong>Roxanne F. Hudson</strong>, Professor, University of Washington, College of Education</p><br><br><p><strong>Holly B. Lane</strong>, Associate Professor and Director School of Special Education, School Psychology and Early Childhood Studies, College of Education, University of Florida</p><br><br><p><strong>Jacalyn Mahler</strong>, Learning Resource Developer</p><br><br><p><strong>Paige C. Pullen</strong>, Literacy Officer and Research Professor, Lastinger Center for Learning and School of Special Education, School Psychology and Early Childhood Studies, College of Education, University of Florida</p><br><br><p> </p><br><br><p> </p><br><br><p> </p><br>
Table of Content
Table of Content
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