 |  Teaching Reading: A Balanced Approach for Today's Classrooms Pamela Farris,
Northern Illinois University
Carol Fuhler,
Iowa State University
Maria Walther
Feature Summary| Balanced Approach: The text takes the approach that the teacher should determine what kinds of knowledge about reading children in the teacher’s classroom should attain, and then use various ways to teach the knowledge based on individual student needs. What may work for one child, may not for another. The text discusses various instructional strategies and how to use them in conjunction with each other.
Integrated Coverage of Diversity: Coverage of the diverse abilities and needs of students is integrated throughout the text rather than segregated into one chapter. This coverage is highlighted by a special icon.
Pedagogical System: The text’s pedagogical system provides the student with scaffolding for learning the chapter’s content, and means for further exploration of topics.
Each chapter begins with “Key Ideas,” “Questions to Ponder,” a “Peering Into the Classroom” classroom scenario following by a “Reflection: IRA/NCTE Standards in the Classroom,” and visual representation that links chapter content to the Standards for Reading Professionals. Within the text, “Teaching Strategies” provide models for implementing the methods discussed. Marginal icons point student to additional online Teaching Strategies, Web Links, and Portfolio Activities.Each chapter ends with a “Main Points” summary, Key Terms, Reflecting and Reviewing questions, and a listing of suggested children’s literature titles.Strategies: The text is filled with complete, classroom-tested “Teaching Strategies for the Classroom.” These teaching strategies model the use of the literacy instruction strategies discussed in the text. Additional strategies, highlighted in the margins, are located on the Online Learning Center. Finally, three interdisciplinary units are included in the text.
Coverage of Standards: Both the IRA/NCTE National Standards in the English Language Arts and the Standards for Reading Professionals are integrated into the text. The chapter-opening “Peering into the Classroom” scenario is analyzed in relation to the IRA/NCTE standards. Each chapter’s content is linked to the Standards for Reading Professionals. Additionally, these standards are included on the text’s endsheets for easy reference.
Technology Coverage and Resources: Coverage of using technology to teach reading is thoroughly integrated into the text and highlighted through a special icon. Marginal icons link readers to Web links related to chapter topics, additional “Teaching Strategies” housed on the Online Learning Center, and Portfolio Activities located on the Online Learning Center. In addition to houses these materials, the Online Learning Center also includes a comprehensive Student Study Guide with quizzes. |
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2004 McGraw-Hill Higher Education