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商品簡介
This widely adopted text and K-8 practitioner resource demonstrates how successful literacy teachers combine explicit skills instruction with an emphasis on reading for meaning. Distinguished researcher Richard L. Allington builds on the late Michael Pressley's work to explain the theories and findings that guide balanced teaching and illustrate what exemplary lessons look like in action. Detailed examples offer a window into highly motivating classrooms around the country. Comprehensive in scope, the book discusses specific ways to build word recognition, fluency, vocabulary, and comprehension, especially for readers who are struggling.
New to This Edition
*Updated throughout to reflect important recent research advances.
*Chapter summing up the past century's reading debates and the growing acceptance of balanced teaching.
*New and revised vignettes of exemplary teachers.
New to This Edition
*Updated throughout to reflect important recent research advances.
*Chapter summing up the past century's reading debates and the growing acceptance of balanced teaching.
*New and revised vignettes of exemplary teachers.
作者簡介
Michael Pressley, PhD, was University Distinguished Professor, Director of the Doctoral Program in Teacher Education, and Director of the Literacy Achievement Research Center at Michigan State University until his death in 2006. An expert on effective elementary literacy instruction, he was the author or editor of more than 300 journal articles, chapters, and books. Dr. Pressley was a recipient of the E. L. Thorndike Award (American Psychological Association, Division 15), the highest award given for career research accomplishment in educational psychology.
Richard L. Allington, PhD, is Professor of Literacy Studies in the Theory and Practice in Teacher Education Department at the University of Tennessee. He has published over 150 articles, chapters, and books and has twice received the Albert J. Harris Award from the International Reading Association (IRA) for an outstanding contribution to our understanding of prevention or assessment of reading or learning disabilities. Dr. Allington has served as president of both the IRA and the Literacy Research Association. He is a member of the Reading Hall of Fame.
Richard L. Allington, PhD, is Professor of Literacy Studies in the Theory and Practice in Teacher Education Department at the University of Tennessee. He has published over 150 articles, chapters, and books and has twice received the Albert J. Harris Award from the International Reading Association (IRA) for an outstanding contribution to our understanding of prevention or assessment of reading or learning disabilities. Dr. Allington has served as president of both the IRA and the Literacy Research Association. He is a member of the Reading Hall of Fame.
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