Finding the Right Texts

What Works for Beginning and Struggling Readers
1. Auflage 2008
ISBN: 978-1-59385-885-8
Verlag: Guilford Publications

Buch, Englisch, 274 Seiten, Format (B × H): 151 mm x 226 mm, Gewicht: 425 g

Reihe: Solving Problems in the Teaching of Literacy

Until now, no single volume has comprehensively examined the crucial question of how to select the most appropriate reading material for beginning or struggling readers. From leading authorities, this book meets an important need by reviewing the best available research on the role of specific text features—including linguistic and conceptual content—in supporting the development of proficient reading. Also explored are ways that teacher scaffolding can help students who have difficulties with particular aspects or types of texts. The book considers approaches to adapting the design and selection of texts to reinforce reading skills and provide well-paced challenges for K–6 students at a variety of ability levels.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Hiebert, Elfrieda H

Sailors, Misty

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

1. The (Mis)Match between Texts and Students Who Depend on Schools to Become Literate, Elfrieda H. Hiebert
I. Frameworks for Creating and Selecting Instructional Texts
2. Decodable Text: Why, When, and How?, Marilyn Jager Adams
3. Repetition of Words: The Forgotten Variable in Texts for Beginning and Struggling Readers, Elfrieda H. Hiebert and Leigh Ann Martin
4. The Challenges of Developing Leveled Texts in and for Developing Countries: The Ithuba Writing Project in South Africa, Misty Sailors, James V. Hoffman, and Mark W.F. Condon
II. Addressing the Content of Texts for Beginning and Struggling Readers: The Role of Informational Texts
5. Text in Hands-On Science, Gina N. Cervetti and Jacqueline Barber
6. Informational Text Difficulty for Beginning Readers, Nell K. Duke and Alison K. Billman
7. Text Modification: Enhancing English Language Learners' Reading Comprehension, Young-Suk Kim and Catherine E. Snow
III. Instructional Strategies for Adapting Texts for Beginning and Struggling Readers
8. Text–Reader Matching: Meeting the Needs of Struggling Readers, Heidi Anne E. Mesmer and Staci Cumming
9. Placing and Pacing Beginning Readers in Texts: The Match between Texts and Children's Knowledge of Words, Kathleen J. Brown
10. When the Right Texts Are Difficult for Struggling Readers, Alison K. Billman, Katherine Hilden, and Juliet L. Halladay
11. Teaching Adolescents Who Struggle with Text: Research and Practice, Mary E. Curtis
IV. Pulling It Together
12. Teachers Using Texts: Where We Are and What We Need, Anne McGill-Franzen

Über Autor(innen)

Elfrieda H. Hiebert, PhD, is CEO and President of TextProject, Inc. She has worked in the field of early reading acquisition for more than 40 years as a classroom teacher, teacher educator, and researcher. Her research, which addresses how fluency, vocabulary, and knowledge can be fostered through appropriate texts, has been published in numerous scholarly journals and books. Dr. Hiebert’s contributions to research and practice have been recognized with such honors as the Research to Practice Award from the American Educational Research Association and the Oscar S. Causey Award from the Literacy Research Association.

Misty Sailors, PhD, is Associate Professor of Literacy Education in the Department of Interdisciplinary Learning and Teaching at the University of Texas at San Antonio. Her current research focuses on the instruction that surrounds elementary classroom texts, teacher education, and language policies related to reading instruction in international settings. Dr. Sailors is the Primary Investigator of a Teacher Quality Professional Development Reading grant. She also directs a project to develop reading and content-area materials for elementary learners in South Africa, funded by the United States Agency for International Development. Dr. Sailors is a recipient of the President’s Distinguished Achievement Award for Teaching Excellence from the University of Texas at San Antonio and the Recognition Award for Emerging Scholars from the American Association of University Women.