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The Learning Communities Guide to Improving Reading Instruction
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The Learning Communities Guide to Improving Reading Instruction



October 2004 | 176 pages | Corwin
This book, with its rich collection of tools to assess and improve practice, identify and apply new approaches, improve and add to the instructional repertoire, will measurably help both teachers and instructional leaders and ultimately benefit students.

The authors bring deep background in reading instruction, professional development and school leadership. They give teachers a framework for understanding the strategies to promote all aspects of reading instruction in support of the ultimate goal of student comprehension. They give teachers and instructional leaders a set of "look-fors" to identify strengths and weaknesses and target areas for support. They provide models for developing self assessments, goals and action steps and benchmarks for improvement. A professional development model for reading helps insure that this support will be effective and lasting.


 
Index
 
Dedication
 
Acknowledgments
 
Preface
 
Considering How to Lead Schoolwide Improvement in Reading
 
Personalizing Reading Instruction
 
Managing Environments for Literacy
 
Ensuring Student Engagement
 
Emphazing Active Teaching
 
Targeting Comprehension
 
Creating Professional Learning Communities for Literacy
 
References
 
Index

The themes of attending to individual needs, providing assessment-driven instruction, and creating long-term, focused professional development plans are solid and consistent throughout the book.

Gay Ivey, Graduate Program Coordinator, Reading Education Program
James Madison University

This book does a wonderful job of bridging the chasm that often exists between the separate worlds of higher education and K-12 educators. It applies powerful research findings and nontechnical, jargon-free advice for classroom teachers.

From the Foreword by Richard DuFour and Rebecca DuFour
Key features

 Features and benefis:

  • Key interpretations of research-identified commponents 
  • Classroom strategies for implementation 
  • Toolbox of interventions to truly leave no child behind
  • Expertise development to leave no TEACHER behind.
  • "Look-fors" for quality, engaged reading instruction provide triple benefit:
  •       1. teachers can self monitor;
  •        2.learning communities can identify school wide goals for professional development;
  •        3..Principals and other instructional leader can identify strengths, weaknesses and growth areas.
  • Learning communities model for professional development model for reading instruction lays groundwork for effective and lasting professional development
  • Dozens of tables, charts and reproducibles to facilitiate observation, discussion, reflection, goal setting and improvenement in professional study groups and learning communities.

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ISBN: 9780761931768
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