Learning to Read: Lessons from Exemplary First-Grade Classrooms
Table of contents:
Part I First Grade: History and Contemporary Practice 1. A Brief
History of First-Grade Reading Instruction 2. Surveying
Nominated-Effective First-Grade Teachers about their Instruction 3.
The Nature of First-Grade Instruction that Promotes Literacy
Achievement ‘Wharton-McDonald’ 4. Teaching Writing in the First
Grade: Instruction, Scaffolds, and Expectations Part II The Case
Studies ‘Wiesner, Pressley. Schultheis, Wharton-McDonald. Leyden,
Baker, Allington, Brooks. Allen, Block. Loden, Morrow, Asbury.’
Part III Thoughts about Teacher Development How I Became an
Exemplary Teacher (Although I'm Really Still Learning Just Like
Anyone Else) ‘Day’ Concluding Reflections.
An important goal in every first-grade classroom is to get children
reading - but how? This book examines current research on
first-grade literacy instruction, and shows how it translates into
what good teachers really do in the classroom. The authors, premier
early literacy scholars and educators, describe several studies of
effective beginning reading instruction conducted across the
country. They then take readers directly into the classrooms of
five highly successful teachers, exploring the reading, writing,
and classroom management techniques these practitioners use to
boost student engagement and achievement. The book provides readers
with a vivid picture of the complexities of successful teaching. In
particular, it demonstrates ways that teachers can blend elements
of both holistic and skills approaches to provide rich and
enjoyable learning environments for young readers.
This book examines current research on first-grade literacy
instruction, and shows how it translates into what good teachers
really do in the classroom.
'Reading this book, I found myself reviewing my years of teaching first grade and wondering how much better my teaching could have been if I had had this information. The authors do a good job of summarizing their findings in a fair and objective manner and recounting some wonderful individual stories. We learn best from actual examples from the classroom rather than theory alone; there is nothing like real life to add credibility.' - Brenda Sabey, PhD, Western Kentucky University 'A clear, engaging book offering a nice mix of research and practice...I particularly enjoyed the case studies and the concluding reflections, which provide powerful food for thought. I would love to share this book with other teachers, particularly the new teachers that I mentor. I believe it will motivate, enthuse, and provide a basis for daily practice.' - Pat Clark, MS, First Grade Teacher, Alden Terrace School, Elmont UFSD, NY 'A unique contribution to the field, and a real treat to read. I will use this book as a reference for lecture material as well as for assigned readings for graduate students.' - Diane H. Tracey, EdD, Kean University
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. Richard L. Allington, PhD, is the Irving and Rose Fien Professor of Education at the University of Florida, where he continues the study of exemplary elementary teaching. Ruth Wharton-McDonald, PhD, is currently Assistant Professor in the Department of Education at the University of New Hampshire. Dr. Wharton-McDonald's research interests focus on the school literacy experiences of young children. She has collaborated with several of the other authors in this book on studies of exemplary teachers and their students. She is currently involved in a study of first graders' perspectives on schooling. Cathy Collins Block, PhD, is Professor of Education at Texas Christian University. She has directed eight nationally funded research projects related to comprehension instruction, teaching comprehension, teacher education, and professional development. Lesley Mandel Morrow, PhD, is Professor in the Department of Learning and Teaching, Graduate School of Education, Rutgers, The State University of New Jersey.
Part I First Grade: History and Contemporary Practice 1. A Brief History of First-Grade Reading Instruction 2. Surveying Nominated-Effective First-Grade Teachers about their Instruction 3. The Nature of First-Grade Instruction that Promotes Literacy Achievement Wharton-McDonald 4. Teaching Writing in the First Grade: Instruction Scaffolds and Expectations Part II The Case Studies Wiesner Pressley. Schultheis Wharton-McDonald. Leyden Baker Allington Brooks. Allen Block. Loden Morrow Asbury. Part III Thoughts about Teacher Development How I Became an Exemplary Teacher (Although I'm Really Still Learning Just Like Anyone Else) Day Concluding Reflections.