Teaching Reading

Strategies and Resources for Grades K-6

Rachel L. McCormack and Susan Lee Pasquarelli

Paperbacke-bookprint + e-book
December 9, 2009
ISBN 9781606234822
Price: $45.00
330 Pages
Size: 7" x 10"
March 1, 2011
Price: $45.00
330 Pages
print + e-book
Paperback + e-Book (PDF) ?
Price: $90.00 $54.00
330 Pages
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“An excellent introduction to good elementary literacy instruction. This will be a great text for preservice methods courses and inservice study groups for beginning teachers. The many graphic organizers and activities throughout each chapter make the content easily accessible. Photographs, classroom anecdotes, and scenarios help contextualize the practices within real classrooms. There is much in this text to support novice teachers' understandings of best practice in elementary literacy instruction.”

—Carol A. Donovan, PhD, Director, Belser–Parton Literacy Center, University of Alabama

“This is a rich resource for the next generation of strategic, reflective teachers of reading. The authors masterfully weave seminal research with practical, classroom-tested applications. Ideal for undergraduate or graduate courses, this highly interactive text also has a place outside the classroom as a powerful resource for thoughtful self-study and professional growth. Teachers of all levels of experience will gain clarity on how to choose learning activities that will engage students and move them forward as real-life readers and writers.”

—Michelle Carney, MA, Title I reading specialist, Atlantis Charter School, Fall River, Massachusetts

“McCormack and Pasquarelli provide a comprehensive tour of K-6 reading, covering foundations, instruction, and assessment. In addition to a host of well-grounded strategies, the authors situate reading instruction within the context of vibrant, print-rich classrooms that integrate quality literature across the curriculum. Strong linkages between reading and writing are demonstrated through a wealth of examples of children's work. This practical text will be welcomed by literacy students and classroom practitioners alike.”

—Patricia A. Crawford, PhD, Department of Instruction and Learning, University of Pittsburgh