Teaching Reading and Writing: The Developmental Approach, 1st edition

Published by Pearson (June 25, 2013) © 2014

  • Shane Templeton University of Nevada, Reno
  • Kristin M. Gehsmann Virginia Tech

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Written in an accessible, conversational tone and focused on both print-based and digital literacy, this new book has a number of outstanding features, including:

  • The foundational chapters introduce readers to the developmental model, literacy essentials, historical trends in the field, and the current policy environment in which the Common Core State Standards and RtI figure prominently.
  • Developmental chapters covering each stage of literacy development—Emergent, Beginning, Transitional, Intermediate, and Skillful—help readers learn how to differentiate instruction for students at each stage, meet the expectations of the Common Core State Standards for English Language Arts, accommodate English Learners, collaborate with other professionals, and build home-school connections. (Chs. 6–11)
  • Authentic classroom vignettesengage readers in the material and immediately help them see the relevance and application of each chapter.
  • Sample Lessons bring content to life and align to the Common Core State Standards for English Language Arts. Sample lessons help put theory and research into practice by providing accessible ways to teach real students in real classrooms. (These lessons are in all chapters, but particularly Chs. 1,2,5, and 6-11)
  • Teachers see how to integrate word-level instruction with comprehension instruction, including critical engagements with texts in print and digital environments. (These lessons are in all chapters, but particularly Chs. 1,2,5, and 6-11)
  • Readers learn to teach academic language and select general academic vocabulary and domain-specific vocabulary to teach as a foundation for critical thinking. Word-specific activities and strategies are provided and modeled, as well as instruction in word-formation processes or morphology. (These lessons are in all chapters, but particularly Chs. 1,2,5, and 6-11)
  • Accommodating the needs of English Learners is made easier and more effective through special features in each chapter and an entire chapter dedicated to the special needs of ELs. Both specific accommodations and culturally-relevant pedagogy are covered. (In every chapter and specific to Ch. 5)
  • Response to Intervention (RtI) is discussed along with suggestions for accelerating the achievement of all learners. Chapter 11 covers strategies for struggling readers and research-based methods proven to accelerate literacy achievement. (Ch. 11)
  • Teachers get timely, practical suggestions of literature appropriate for children and young adults integrated throughout the text—invaluable for teachers who are planning Common Core aligned lessons each day.
  • Throughout the text, the authors use examples from Al Capone Does My Shirts, by Gennifer Choldenko, to illustrate the strategies and activities discussed in the areas of word study and vocabulary, comprehension and literature response activities, and writing. This Newbery Honor winner is available in college bookstores for just a few dollars when packaged with the text.
  • Instructors are supported in their planning and students in their learning through a number of features at the end of each chapter, including:
    • A chapter summary that often includes a graphic organizer of the chapter’s big ideas.
    • Suggested extension activities.
    • Recommended professional resources.
    • On-line resources.

Chapter 1: The Foundations of Literacy Instruction         1

Chapter 2: Language, Thought, and Literacy Development         32

Chapter 3: Effective Literacy Instruction: Principles and Practices         71

Chapter 4: Prioritizing Student-Centered Assessment and Instruction         112

Chapter 5: Foundations of Language and Literacy Instruction for English Learners         153

Chapter 6: Emergent Literacy: Engaging the World of Print, Developing Oral Language, and Vocabulary         173

Chapter 7: Beginning Conventional Reading and Writing         219

Chapter 8: Transitional Reading and Writing         270

Chapter 9: Intermediate Reading and Writing         315

Chapter 10: Skillful Literacy         364

Chapter 11: Response to Instruction: Intervention and Acceleration for Readers Who Struggle         414

Shane Templeton is Foundation Professor Emeritus of Literacy Studies, University of Nevada, Reno.  A former classroom teacher at the primary and secondary levels, he has focused his research on the development of orthographic and vocabulary knowledge.  He has written several books on the teaching and learning of reading and language arts and is a member of the Usage Panel of the American Heritage Dictionary.

Kristin M. Gehsmann is Associate Professor of Education and Coordinator of the Master’s in Reading Concentration at Saint Michael’s College in Colchester, Vermont.  A former elementary school teacher and preK-12 literacy consultant, she conducts research on narrowing the achievement gap in high poverty communities and bringing research-based practices to scale through ongoing professional development.

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