Reading, Language, and Literacy

Instruction for the Twenty-first Century

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Reading, Language, and Literacy by , Taylor and Francis
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Author: ISBN: 9781136476921
Publisher: Taylor and Francis Publication: October 12, 2012
Imprint: Routledge Language: English
Author:
ISBN: 9781136476921
Publisher: Taylor and Francis
Publication: October 12, 2012
Imprint: Routledge
Language: English

The impetus for this book emerged from a conference that brought together publishers, and reading researchers and educators for the purpose of examining the best available research evidence about what we know -- and what we have yet to learn -- about the teaching of reading and about how children learn to read. The goal of the conference was to contribute to a sound research base upon which to develop classroom practices that will ensure that every American child will become fully literate.

Because the field is still so deeply divided over the best ways to translate belief into classroom practice, the editors decided to highlight rather than gloss over these divisions. It is hoped that the papers in this volume will promote thought and discussion that will lead to action in improving reading instruction for children, now and into the new century.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

The impetus for this book emerged from a conference that brought together publishers, and reading researchers and educators for the purpose of examining the best available research evidence about what we know -- and what we have yet to learn -- about the teaching of reading and about how children learn to read. The goal of the conference was to contribute to a sound research base upon which to develop classroom practices that will ensure that every American child will become fully literate.

Because the field is still so deeply divided over the best ways to translate belief into classroom practice, the editors decided to highlight rather than gloss over these divisions. It is hoped that the papers in this volume will promote thought and discussion that will lead to action in improving reading instruction for children, now and into the new century.

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