Teaching Children to Read: The Teacher Makes the Difference, 9th edition

Published by Pearson (April 12, 2023) © 2024
  • D Ray Reutzel
  • Robert B. Cooter

Title overview

For courses in reading and literacy (grades K through 8).

A research-based, practical guide to teaching literacy

Teaching Children to Read provides essential information and strategies pre-service and new teachers need to help their students develop into capable and confident readers.

The 9th Edition is based on science of reading (SOR) research to plan and deliver up-to-date, effective teaching and learning experiences. SOR evidence is presented within a consistent framework of the authors' 5 pillars of effective reading instruction: teacher knowledge; classroom assessment; evidence-based teaching strategies; differentiating instruction; and family and community connections.

Hallmark features of this title

  • Chapter-opening vignettes share authentic stories of the authors' experiences in classrooms and teachers who make a difference.
  • Evidence-based teaching practices and current research citations give readers a comprehensive, state-of-the-art view of the field of teaching today.
  • Useful, practical examples offer guidance to pre-service and new teachers.
  • Connections between standards and practice help students see how practices derive from specific standards (ILA and CCSS).
  • Learning Outcomes are aligned to each chapter section, helping students focus their reading and review.

New and updated features of this title

  • UPDATED: 5 pillars model of effective reading instruction provides a consistent framework to facilitate learning. Streamlined from 7 in the previous edition, the 5 pillars are: teacher knowledge; classroom assessment; evidence-based teaching strategies; differentiating instruction; and family and community connections.
  • NEW: Current science of reading (SOR) research findings are woven into each chapter, showing effective ways of teaching children to read in the areas of phonological and phonemic awareness, decoding, fluency, vocabulary, and comprehension.
  • NEW: Authentic classroom examples of both students' and teachers' experiences illustrate evidence-based teaching practices.
  • UPDATED: Oral language teaching suggestions address learners with special needs, English Learners, new technologies, and motivational strategies.
  • NEW: Reutzel/Cooter Structure for Exploring and Writing About Disciplinary Topics is a multiple strategy model that helps students create a content notebook with proper research questions as well as identify resources for future reporting.

The LMS-Compatible Assessment Bank streamlines assignments and grading

  • Quizzes, application exercises, and chapter tests are included in an LMS-compatible packaged file. Questions give students feedback and model responses based on their answers.

Key features

Features of Pearson+ eTextbook for the 9th Edition

  • UPDATED: New Video Examples, including authentic classroom videos and interviews with experts in the field, expand on principles or concepts in each chapter, helping put the reading into context.
  • The Interactive Glossary lets students quickly build their professional vocabulary as they read.

Table of contents

PART I: The Science of Reading Instruction

  1. Reading Instruction That Works

Part II: The Critical Components of Reading Instruction

  1. Oral Language: Setting Up Reading Success
  2. Early Reading Instruction: Getting Reading Started
  3. Phonics and Word Recognition
  4. Reading Fluency
  5. Increasing Reading Vocabulary
  6. Teaching Reading Comprehension
  7. Teaching Writing

Part III: Reading Assessment: Trends and Issues

  1. Assessment: Going Beyond Typical Measures of Reading

Part IV: Orchestrating Reading Instruction

  1. Organizing Reading Instruction in Grades K-3
  2. Organizing Reading Instruction in Grades 4-8
  3. Selecting Core Reading Programs and Resources
    4.  

Author bios

About our authors

Ray Reutzel, Ph.D., is a Senior Research Fellow in the Center for the School of the Future at Utah State University. He taught in grades K, 1, 3, 5, & 6. He is the author of more than 235 published research reports, articles, books, book chapters, and monographs. He is the past editor of Literacy Research and Instruction and The Reading Teacher, and is the current executive editor of the Journal of Educational Research. He received the 1999 A.B. Herr Award and the 2013 ALER Laureate Award from the Association of Literacy Researchers and Educators and the 2007 John C. Manning Public School Service Award from the International Reading Association. He has served as a member of the Board of Directors of the International Reading Association, Literacy Researchers Association, and the Association Literacy Educators and Researchers. Dr. Reutzel was elected a member of the Reading Hall of Fame in 2011 and served as its President from 2017-2019. In 2019, he received the William S. Gray Citation of Merit from the International Literacy Association.

Ray and his sweetheart of 47 years, a former kindergarten teacher, Pamela, enjoy hanging out with their 18 grandkids and hiking daily with a weighted backpack (rucking) on mountain trails behind their home with their goldendoodle pup, Cooper. They also love riding their mountain ebikes on trails in the Wasatch and Wasatch-back mountain range, playing pickleball, and attending rodeos and their grandkids' football and baseball games.

Robert B. Cooter, Jr. has taught grades 1, 3, 4, & 7, and as a Title I Reading specialist in the public schools. He later served as the “Reading Czar” (associate superintendent) for the Dallas Independent School District (TX), and was named a Texas State Champion for Reading by the governor. Along with colleagues Kathleen Spencer Cooter and J. Helen Perkins, he received the Urban Impact Award from the Council of Great City Schools for designing and implementing effective reading programs serving children in inner-city schools.

Dr. Cooter previously served as editor of The Reading Teacher (International Literacy Association) and is a recipient of the A.B. Herr Award for Outstanding Contributions to the Field of Literacy (Association of Literacy Educators and Researchers). He is currently Professor Emeritus at Bellarmine University, where his primary work focuses on translating science of reading (SOR) research into real-world classroom approaches for improving the literacy learning of children living at the poverty level.

Robert and his bride of 25 plus years, Kathleen, enjoy spoiling grandkids and spending time on their houseboat, Our Last Child. He practices and teaches Wado Ryu Karate and holds a first-degree black belt.

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