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What Successful Literacy Teachers Do

Neal A. Glasgow | Thomas S. C. Farrell
€79.99
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A01=Neal A. Glasgow
A01=Thomas S. C. Farrell
Apr-1
Author_Neal A. Glasgow
Author_Thomas S. C. Farrell
Bilingual/Foreign Language Education
BilingualForeign Language Education
Category=JNU
Category=YPCA2
English language learners
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
fluency
IRA
literacy
literacy instruction
literacy practices
literacy skills
may-1
NCTE
reading
Reading & Language Arts Education
reading comprehension
reading instruction
reading skills
struggling readers
Teaching Methods/Learning Styles
Teaching MethodsLearning Styles
teaching reading
vocabulary

Product details

  • ISBN 9781412916141
  • Weight: 540g
  • Dimensions: 177 x 254mm
  • Publication Date: 20 Jun 2007
  • Publisher: SAGE Publications Inc
  • Publication City/Country: US
  • Product Form: Hardback
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Description

"An interesting compilation for administrators, new teachers, and seasoned teachers. This text acts as a concise reminder of what we should all be doing in our classrooms and includes practical implementation ideas."
—Patricia Ruggiano Schmidt, Professor of Literacy
Le Moyne College

"Easy to read quickly, especially when looking for something specific. I definitely enjoyed the quotes to start each chapter and the research for each strategy."
—Kathleen Prisbell, English Teacher
Russell O. Brackman Middle School, Barnegat, NJ

A wealth of research-based literacy strategies in one easy-to-use, convenient format!

To help teachers fulfill the diverse and individual challenges of providing comprehensive literacy instruction, What Successful Literacy Teachers Do offers a variety of research-based suggestions and proven teaching methods.

Linking six decades of reading research to classroom practice, this book presents 70 instructional strategies ready for immediate classroom use. The authors, drawing on their own experience as teachers, mentors, and teacher educators, offer a rich resource for bringing differentiated approaches into every literacy classroom. The easy-to-browse table of contents covers:

  • Phonics, phonemics, and decoding
  • Vocabulary, spelling, and word study
  • Fluency and comprehension
  • Assessment, instructional materials, and technology
  • Special topics, including English Language Learners, family literacy, and more

Translating state-of-the-art research into practitioner strategies, this resource is ideal for teachers, reading coaches, mentors, teacher educators, and instructional planners.
About Neal A. Glasgow | Thomas S. C. Farrell
Neal A. Glasgow′s experience includes serving as a secondary school science and art teacher both in California and New York, as a university biotechnology teaching laboratory director and laboratory technician, and as an educational consultant and frequent speaker on many educational topics. He is the author or coauthor of ten books on educational topics: What Successful Schools Do to Involve Families: Fifty Research-Based Strategies for Teachers and Administrators (2008), What Successful Literacy Teachers Do: 70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners (2007), What Successful Teachers Do in Diverse Classrooms: 71 Research-Based Strategies for New and Veteran Teachers (2006); What Successful Teachers Do in Inclusive Classrooms: 60 Research-Based Strategies That Help Special Learners (2005); What Successful Mentors Do: 81 Researched-Based Strategies for New Teacher Induction, Training, and Support (2004); What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003); Tips for Science Teachers: Research-Based Strategies to Help Students Learn (2001); New Curriculum for New Times: A Guide to Student-Centered, Problem-Based Learning (1997); Doing Science: Innovative Curriculum Beyond the Textbook for the Life Sciences (1997); and Taking the Classroom to the Community: A Guidebook (1996).   Thomas S. C. Farrell is a professor in applied linguistics at Brock University, Canada. He has been involved with ESL and applied linguistics for the past 27 years and has written extensively on topics such as reflective practice, language teacher development, and language teacher education. His recent books include Reflective Practice in Action (2004, Corwin Press), Reflecting on Classroom Communication in Asia (2004, Longman), and Professional Development for Language Teachers (2005, Cambridge University Press, coauthored with Jack Richards).

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