Teaching Reading & Writing

Improving Instruction and Student Achievement
Erscheinungsjahr 2013
ISBN: 978-1-59857-364-0
Verlag: Brookes Publishing Company

Buch, Englisch, 192 Seiten, Paperback, Format (B × H): 181 mm x 253 mm, Gewicht: 327 g

What’s the connection between reading and writing, and how should they be taught—both together and separately? Discover the answers in this cutting-edge research volume, ideal for use as a graduate-level text or a trusted professional reference. Featuring groundbreaking contributions from a who’s who of top-level researchers, this important volume gives educators the foundational knowledge they’ll need to plan and deliver high-quality, evidence-based reading and writing instruction aligned with Common Core State Standards. Educators will fully explore the link between reading and writing, learn how they complement and enhance each other, and discover promising instructional approaches that can strengthen all students’ literacy skills and reduce achievement gaps.

THE LATEST RESEARCH ON: - Integrating reading and writing instruction
- Aligning instruction with Common Core State Standards
- Effectively translating the results of research studies into everyday practice
- Incorporating literacy instruction into academic content areas
- Developing a unified assessment model for literacy
- Building students’ critical thinking skills
- Designing instruction and interventions for English language learners
- Creating preservice and inservice programs that help teachers support the reading-writing connection
- Using technology to teach—and strengthen—the reading-writing connection

Autoren/Hrsg.

Miller, Brett

McCardle, Peggy

Long, Richard

Über Autor(innen)

Brett Miller is Program Director of the Reading, Writing, and Related Learning Disabilities Program at the Eunice Kennedy Shriver National Institute for Child Health and Human Development, USA. Dr. Miller previously held the position of Associate Research Scientist at the Institute of Education Sciences, U.S. Department of Education, where he oversaw programs in adult literacy and math and science learning.
Peggy McCardle, Ph.D., M.P.H., Chief, Child Development and Behavior Branch, Eunice Kennedy Shriver National Institute of Child Health and Human Development, USA. Dr. McCardle has been a classroom teacher and has served as faculty at various universities and as a speech-language pathologist in hospitals and medical centers. In addition to her duties as Branch Chief, she directs the Language, Bilingualism and Biliteracy Program and developed various branch programs in literacy. She is a co-editor of several volumes and has served as guest editor of thematic journal issues on reading, bilingualism, and English language learner research.