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| Document Type: | Book |
|---|---|
| All Authors / Contributors: |
Steven A Stahl; David A Hayes |
| ISBN: | 0805814590 9780805814590 0805822860 9780805822861 |
| OCLC Number: | 35029671 |
| Description: | ix, 386 p. : ill ; 24 cm. |
| Contents: | Instructional models in reading : an introduction / Steven A. Stahl -- Models of professional practice in teacher thinking / David A. Hayes -- Direct-instruction reading / Edward J. Kameenui ... [et al.] -- Cognitive strategy instruction in reading / Barak Rosenshine and Carla Meister -- Reading, writing, and language arts in success for all / Nancy A. Madden ... [et al.] -- Creating readers who read for meaning and love to read : the Benchmark School reading program / Robert W. Gaskins and Irene W. Gaskins -- Teaching from theory : decision making in reading recovery / Adria F. Klein, Patricia R. Kelly, and Gay Su Pinnell -- A sociocultural model of reading instruction : the Kamehameha elementary education program / Kathryn H. Au -- Fostering literate communities in school : a case for sociocultural approaches to reading instruction / John F. O'Flahavan and Barbara L. Seidl -- Whole-language approaches to reading and writing / Lee Gunderson -- An emergent-lieracy perspective on reading instruction in kindergarten / Linda D. Labbo and William H. Teale -- Reading instruction in an integrated language perspective : collaborative interaction in classroom curriculum genres / Christine C. Pappas -- Response-based reading instruction in the elementary grades / Lee Galada and Sherry Guice -- Beyond individual response : toward a dialogical approach to literature instruction / Mark A. Faust -- Powerful models or powerful teachers? : an argument for teacher-as-entrepreneur / Gerald G. Duffy. |
| Responsibility: | edited by Steven A. Stahl, David A. Hayes. |
| More information: |
Abstract:
These models span a wide range of instruction representing a continuum from highly structured, task analytic instruction to child-centered and holistic instruction. Each model has its own epistemology or views on how "reading" and "instruction" are to be defined. The different epistemologies indicate different principles of instruction which, in turn, indicate different practices in the classroom. Each model is also supported by a different research base. In this volume, leading proponents of these different models discuss their ideas about reading instruction thereby encouraging readers to make their own comparisons and contrasts. --From publisher's description.
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