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Updated Edition of Bestseller

Teach Them ALL to Read

Catching Kids Before They Fall Through the Cracks

Second Edition
By: Elaine K. McEwan-Adkins

Provide effective reading instruction for every student in your classroom and schoolwide!

In this updated edition of her best-selling book, Elaine K. McEwan guides educators through the challenging but crucial work of teaching every child how to read. This second edition covers strategies for nine essential components of effective reading instruction—from phonics and fluency to word knowledge and comprehension—and features:

The most up-to-date research in reading instruction
Effective instructional practices and strategies
Brief vignettes and graphic organizers that illustrate and summarize key concepts
A comprehensive case study of one district's remarkable success

Full description

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Product Details

Grade Level: K-4
ISBN: 9781412964982
Published By: Corwin
Year: 2009
Page Count: 248
Publication date: July 15, 2009

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Review Copies

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Description

"The second edition of Elaine McEwan's book is a user-friendly guide that integrates research into practice. It carefully explains the research behind reading development and provides truly clear, no-nonsense steps to implement the best practices of instruction. McEwan does not sugar-coat how difficult teaching reading can be, but she provides powerful methods for achieving it."
—Jennifer Sandberg, Curriculum/Reading Coordinator
Sutherland Public School, NE

Provide effective reading instruction for every student in your classroom and schoolwide!

To successfully teach reading, teachers have to first believe that all children can learn to read—and then they have to turn that belief into a reality. In this thoroughly updated and revised version of her best-selling book, Elaine K. McEwan guides educators through the challenging but crucial work of teaching every child how to read.

Written for all teachers as well as administrators, this resource covers strategies for nine essential components of effective reading instruction: phonemic awareness, phonics, spelling, fluency, developing a reading culture, providing opportunities to read, writing, word knowledge, and comprehension. This second edition features:

The most up-to-date research in reading instruction
Effective instructional practices and strategies
Brief vignettes and graphic organizers that illustrate and summarize key concepts
A comprehensive case study of one district's remarkable success

This resource reveals precisely how educators in successful schools are teaching students to read—and how all educators can achieve the same results in their schools!

Key features

The new edition features:

Brief vignettes that illustrate important ideas and concepts
"Links" throughout the book in the form of "sticky notes" that connect to other discussions in the book, relevant web sites, or bits of information to help you understand and remember the text
Graphic organizers that summarize key concepts and vocabulary
The most up-to-date research on what works in reading instruction
A comprehensive case study of how one district is raising the achievement bar for their best and brightest students while closing the achievement gap for their minority and disadvantaged students

Author(s)

Elaine K. McEwan-Adkins

Elaine K. McEwan is an educational consultant with The McEwan-Adkins Group, offering professional development for educators to assist them in meeting the challenges of literacy learning in Grades Pre K-6. A former teacher, librarian, principal, and assistant superintendent for instruction in several suburban Chicago school districts, Elaine is the award-winning and best-selling author of more than three dozen books for educators. Her Corwin Press titles include Raising Reading Achievement in Middle and High Schools: Five Simple-to-Follow Strategies for Principals, Second Edition (2006), Seven Strategies of Highly Effective Readers: Using Cognitive Research to Boost K-8 Achievement (2004), Ten Traits of Highly Effective Principals: From Good to Great Performance (2003), Making Sense of Research: What’s Good, What’s Not, and How to Tell the Difference (2003), Seven Steps to Effective Instructional Leadership, Second Edition (2003), Teach Them ALL to Read: Catching the Kids Who Fall through the Cracks (2002), and Ten Traits of Highly Effective Teachers: How to Hire, Mentor, and Coach Successful Teachers (2001).

McEwan was honored by the Illinois Principals Association as an outstanding instructional leader, by the Illinois State Board of Education with an Award of Excellence in the Those Who Excel Program, and by the National Association of Elementary School Principals as the National Distinguished Principal from Illinois for 1991. She received her undergraduate degree in education from Wheaton College and advanced degrees in library science (MA) and educational administration (EdD) from Northern Illinois University.

Table of Contents

List of Figures

About the Author

Preface

The Story Behind This Book

How the Reading Puzzle Has Changed

The Meaning of ALL

The Goals of This Book

Who This Book Is For

Overview of the Contents

Program Recommendations

Special Features of the Second Edition

Acknowledgments

Introduction

Shift Your Paradigms

Put Together the Reading Puzzle

Become an Instructional Leader

Summarizing the Introduction

Notes

1. Phonemic Awareness

What Is Phonemic Awareness and How Do Students Acquire It?

When Should Phonemic Awareness Be Taught?

The Role of Phonemic Awareness in Skilled Reading

Scientific Evidence for Phonemic Awareness Instruction

Effective Instructional Practices for Teaching Phonemic Awareness

Guidelines for Implementing Phonemic Awareness Instruction

Summarizing Chapter 1

Notes

2. Phonics

What Is Phonics and How Do Students Learn to Decode?

When Should Phonics Be Taught?

The Role of Phonics in Skilled Reading

Scientific Evidence for Phonics Instruction

Effective Instructional Practices for Teaching Phonics

Summarizing Chapter 2

Notes

3. Spelling

What Is Spelling and How Do Students Become Good Spellers?

When Should Spelling Be Taught?

The Role of Spelling in Skilled Reading

Scientific Evidence for Spelling Instruction

Effective Instructional Practices for Teaching Spelling

Intensive Spelling-Based Reading Interventions

Summarizing Chapter 3

4. Fluency

What Is Fluency and How Do Students Become Fluent Readers?

When Should Fluency Be Taught?

The Role of Fluency in Skilled Reading

Scientific Evidence for Fluency Instruction

Effective Instructional Practices for Facilitating Fluency

Summarizing Chapter 4

5. Word and World Knowledge

What Is Word and World Knowledge and How Do Students Acquire It?

When Should Word and World Knowledge Be Taught?

The Role of Word and World Knowledge in Skilled Reading

Scientific Evidence for Teaching Word and World Knowledge

Effective Instructional Practices for Teaching Word and World Knowledge

Summarizing Chapter 5

6. Comprehension

What Is Comprehension and How Do Students Become Skilled Comprehenders?

When Should Comprehension Be Taught?

The Role of Comprehension in Skilled Reading

Scientific Evidence for Teaching Comprehension

Effective Instructional Practices for Teaching Comprehension

Take Comprehension Instruction to the Next Level

Summarizing Chapter 6

7. Reading a Lot

What Is Reading a Lot and How Do Student Become Voracious Readers?

When Should Reading a Lot Be Taught?

The Role of Reading a Lot in Skilled Reading

The Lack of Scientific Evidence for Reading a Lot

Effective Instructional Practices for Teaching Reading a Lot

Summarizing Chapter 7

8. Writing

What Is Writing and How Do Students Learn to Write?

When Should Writing Be Taught?

The Relationship of Reading and Writing

Scientific Evidence for the Writing-Reading Connection

Notching Up Reading and Writing Instruction

Summarizing Chapter 8

9. A Reading Culture

Welcome to Gering

The Gering "No Excuses" Model

Paradigms

Academic Focus

Curriculum, Instruction, and Assessment

Grouping and Time

Professional Development

Expectations

Sustainability Beyond NIFDI and RF

Summarizing Chapter 9

References

Index

Reviews

"Engaging, inspiring, and motivating. McEwan has embraced the key components of a successful reading program and put them together in a format that is appropriate for parents, teachers, or anyone who is concerned about all students learning to read. This text will create dialogue among your staff and leave them discussing how to deliver a stronger reading program within your setting. If you are intrigued about how students learn to read and want to make a difference for all children, this is the book for you!"

Josie M. Floyd, Elementary Principal
Sutherland Public School, NE

“The second edition of Elaine McEwan’s book is a user-friendly guide that integrates research into practice. It carefully explains the research behind reading development and provides truly clear, no-nonsense steps to implement the best practices of instruction. McEwan does not sugar-coat how difficult teaching reading can be, but she provides powerful methods for achieving it.”

Jennifer Sandberg, Curriculum/Reading Coordinator
Sutherland Public School, NE

"Knowing what it takes to teach children to read isn't enough. We have to get more people to do the things that we know work. This is why experts like Elaine McEwan are so important. She gets the word out to other educators and shows them how students learn to read. Her newest book shows us exactly what needs to be done if we truly want ALL our kids to learn to read."

David Montague, Educational Consultant

"This author throws administrators a needed lifesaver! This book is clearly a must-read for educational leaders establishing literacy initiatives that are evidence based. McEwan's unique experience and her manner provide exactly what is needed to guide principals and other educational leaders who may feel overwhelmed by the plethora of information on reading initatives."

Sally Grimes, Educational Consultant
Founding Director, The Grimes Reading Institute

"This book provided me with more depth and uderstanding of the reading process than any other book I have read recently. It provides both examples of how instruction should look in the classroom as well as research behind why it should look that way. Teachers, administrators, and even parents can read this to find out how each component of the reading process should be taught in order to catch those kids who might fall through the cracks."

Teena Linch Daniels, Director of Federal and State Grants
Casa Grande Elementary School District, AZ

"Once again Elaine McEwan does an exceptional job reviewing the literature and polling practitioners to come up with an interesting and challenging picture of literacy instruction in the United States. The readability of her book, combined with the depth of her research, makes this a must-read for anyone seriously contemplating how to finally 'teach them ALL to read.' This book is a wonderful choice for a faculty to read and study together."

Ron Collins, Principal
Carpenter School, Brighton, MI

Other Titles in: Teaching At-Risk Students | Literacy, K-12

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