| 000 -LEADER |
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| fixed length control field |
05530cam a2200217 a 4500 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| ISBN |
9780132566063 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
372.41 |
| 100 1# - MAIN ENTRY--AUTHOR NAME |
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| Personal name |
Reutzel, D. Ray |
| 245 10 - TITLE STATEMENT |
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| Title |
Teaching children to read [electronic resource] : the teacher makes the difference / |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
Sixth edition |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Place of publication |
Boston : |
| Name of publisher |
Pearson, |
| Year of publication |
c2012. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Number of Pages |
1 online resource (xxix, 610 pages) : |
| Other physical details |
illustrations (some color) ; |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Abridged version of: Teaching children to read, 6th ed. c2012.
|
| 500 ## - GENERAL NOTE |
|---|
| General note |
Includes bibliographical references and indexes. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Preface -- Part One: Introduction -- Chapter 1. Effective Reading Instruction: The Teacher Makes the Difference -- Becoming a Master Teacher of Reading -- A Brief History of Current Trends in Reading Instruction -- What Is Reading? -- Teachers Make the Difference -- What Do Reading Teachers Need to Know and Do? The Seven Pillars of Effective Reading Instruction -- Summary -- Field and Classroom Applications -- Recommended Readings -- STANDARDS for Reading Professionals and Guiding Principles for Educators -- Part Two: Essentials of Reading Instruction -- Chapter 2. Developing Children's Oral Languages -- What do Teacher's Need to Know About Oral Language? -- Assessing Children's Oral Language Development and Use -- Principles of Effective Oral Language Instruction -- Tier 2 Adaptations -- Motivation and Engagement in Oral Language Development -- Technology and New Literacies for Oral Language Development -- How Family and Community Connections Encourage Oral Language Development -- Summary -- Field and Classroom Applications -- Recommended Resources -- STANDARDS for Reading Professionals and Guiding Principles for Educators -- Chapter 3. Phonics and Word Recognition: Learning to Read Words -- What Teachers Need to Know to Teach Phonics -- Assessing and Monitoring Student Progress in Learning Phonics -- Effective Phonics Instruction -- Meeting the Needs of Diverse Learners in Phonics Instruction -- Motivation and Engagement Strategies for Teaching Phonics -- Using Technology and New Literacies to Enhance Phonics Instruction -- How Family and Community Connections Can Foster Phonics Development Outside the Classroom -- Summary -- Field and Classroom Applications -- Recommended Readings -- STANDARDS for Reading Professionals and Guiding Principles for Educators -- Chapter 4. Reading Fluency -- Describing Reading Fluency -- Classroom Fluency Assessment -- Effective Evidence-Based Teaching Strategies That Enhance Fluency -- Differentiating Reading Fluency Instruction for Diverse Learners -- Motivation and Engagement Strategies That Promote Fluency -- Using Technology and New Literacies to Promote Reading Fluency -- How Families and Community Connections Can Help Students Improve Reading Fluency -- Summary -- Field and Classroom Applications -- Recommended Readings -- STANDARDS for Reading Professionals and Guiding Principles for Educators.
Chapter 5. Increasing Reading Vocabulary -- What Does Research Tell Us About Vocabulary Learning? -- How Can Teachers Effectively Assess Students' Vocabulary Knowledge? -- Evidence-Based Instruction Practices for Increasing Vocabulary Knowledge -- Tier 2 Vocabulary Instruction -- Teaching Vocabulary -- Using Technology and New Literacies to Enhance Vocabulary Learning -- Family and Community Connections That Enhance Vocabulary Learning -- Summary -- Field and Classroom Applications -- Recommended Readings -- STANDARDS for Reading Professionals and Guiding Principles for Educators -- Chapter 6. Teaching Reading Comprehension -- What is Reading Comprehension? -- Assessing Reading Comprehension -- What Are the Most Effective Ways to Teach Reading Comprehension? -- Meeting Diverse Needs for Tiers 1 and 2 in Comprehension Instruction -- Motivation and Engagement Strategies for Teaching Reading Comprehension -- Internet Reciprocal Teaching -- Family and Community Connections That Enhance Students' Reading Comprehension -- Summary -- Field and Classroom Applications -- Recommended Readings -- STANDARDS for Reading Professionals and Guiding Principles for Educators -- Part Three: The Reading Teacher's Toolbox -- Chapter 7. Assessment -- Principles and Purposes of Reading Assessment -- Screening and Progress-Monitoring Assessments -- Published Reading Tests for Screening and Progress-Monitoring Assessments -- Outcome Assessments -- Diagnostic Assessments -- Getting Organized: Profiling Your Class -- IF-THEN Thinking -- Summary -- Field and Classroom Applications -- Recommended Readings -- STANDARDS for Reading Professionals and Guiding Principles for Educators -- Chapter 8. Evidence-Based Programs, Interventions, and Standards for Reading Instruction -- Standards and Programs for Reading Instruction -- Assessing the Effectiveness of CORE Reading Programs -- Evidence-Based Reading Instruction Programs -- Supplementary Reading Intervention Programs -- Programs and Standards Focused on Motivation and Engagement -- Programs and Standards Focused on Technology and New Literacies -- How Can Teachers Help Parents Better Understand Reading Programs and Standards? -- Summary -- Field and Classroom Applications -- Recommended Readings -- STANDARDS for Reading Professionals and Guiding Principles for Educators -- References -- Name Index -- Subject Index. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical Term |
Reading (Elementary). |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical Term |
Reading (Elementary) -- Language experience approach. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical Term |
Language arts (Elementary). |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Cooter, Robert B. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Koha item type |
Electronic Books |
CSU-Carig