Teach Them ALL to Read
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Updated Edition of Bestseller

Teach Them ALL to Read
Catching Kids Before They Fall Through the Cracks

Second Edition


© 2009 | 248 pages | Corwin

"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!

 
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

Sample Materials & Chapters

Preface

Introduction


"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
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

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ISBN: 9781412964982

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