Resources and Help
Subtopic: Books for Teachers
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An Observation Survey:
Of Early Literacy Achievement
Marie M. Clay (2002)., Portland, Maine, Heinemann.
This book provides for the systematic observation of young children's responses to classroom reading and writing in the first years of school.
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Best Practices in Literacy Instruction
Linda B.Gambrell, Lesley M. Morrow, Susan Neuman, Michael Pressly., (2003).
New York.: The Guilford Press.
Offering practical guidance for literacy educators, curriculum development specialists, and other education professionals and policy makers, this volume considers how we can most effectively improve the quality and content of reading and writing instruction.
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Classrooms That Work:
They Can All Read and Write
Patricia Marr Cunningham & Richard L. Allington.,(1998). New York: Allyn & Bacon.
Designed for courses that focus on instructional reading methods for struggling and culturally diverse students, this affordable text assists pre-service and in-service teachers in enriching the learning and reading skills of ALL children.
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Dyslexia:
A Practical Guide for Teachers and Parents
Barbara Riddick, David Lumsdon, Judith Wolfe, David Lumsom., (2002). David Fulton Publishers.
This book offers detailed, practical guidance on defining and identifying dyslexia. It provides a description of dyslexia in the early and middle years and at secondary school. It also has advice on providing effective support for literacy and raising self-esteem; working with parents and voluntary organizations; using checklists and assessments; choosing suitable programs, and identifying useful resources.
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Early Reading Instruction:
What Science Really Tells Us About How to Teach Reading
Diane McGuiness, (2004), Cambridge, MA: The MIT Press.
In this book, the author provides a comprehensive analysis of research on reading, including the ones examined by the National Reading Panel. The author concludes that research shows three activities lead to early reading success. The are: learning phoneme/symbol correspondences, practice at segmenting and blending phonemes in words, and copying and writing words and sentences.
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Fifty Literacy Strategies:
Step by Step
Gail E. Tompkins., (1997)., New York., Pearson-Education.
This conveniently organized resource book reflects the latest, most exciting ideas in literature focus units, reading/writing workshops, and thematic instruction. It provides step-by-step instructions for using fifty research based, classroom tested literacy strategies.
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Help for Dyslexic Children
T.R. Miles & Elaine Miles., (1983). London., UK., Routledge
This book contains practical and useful material to apply with children who may be suffering from dyslexia. It is a book for teachers and parents who wish to help their children whether they suffer from dyslexia or from some other condition impeding development towards becoming good readers and spellers.
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How to Reach and Teach Students with Dyslexia:
A Parent and Teacher Guide to Helping Students of All Ages Academically, Socially, and Emotionally
Cynthia M. Stowe., (2002). New York.: Jossey-Bass.
This is a reference book for parents of children with dyslexia. The book contains interviews with parents, students with dyslexia, and educators and provides parents with strategies to assist their children in reading, writing, spelling, and math.
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I Read It, but I Don't Get It:
Comprehension Strategies for Adolescent Readers
Cris Tovani, Philippa Stratton (Ed.).(1997).Stenhouse publishers.
This book is a practical, engaging account of how teachers can help adolescents develop new reading comprehension skills. Any one who reads this book will be taken step-by-step through practical, theory-based reading instruction that can be adapted for use in any subject area.
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Improving Comprehension with Think-Aloud Strategies:
Modeling What Good Readers Do
Jeffrey D. Wilhelm & Judy Lynch., (2001). Teaching Resources.
With this book, Jeff Wilhelm gets to the heart of what it means to be a passionate teacher and reader, one who not only conveys to his students an enthusiasm for reading, but also shows them ways that they can comprehend, appreciate, and converse with texts of all kinds.
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Learning Disorders:
A Guide for Parents and Teachers
William Feldman., (2000). Firefly Books.
From a respected pediatrician and author comes this accessible yet authoritative guide for parents who know or suspect that their child has a learning disability. Clear descriptions of the recognized learning disabilities are given. Dr. Feldman covers how LD assessments are conducted and what doctors learn from them.
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Learning to Learn
Carolyn Olivier and Rosemary Bowler, Foreword by Bill Cosby., (1996).
Fireside Publishers.
Every child can learn, but many students underachieve in school because of differences in the way they learn. The authors explain how the principles of teaching and learning can be introduced into the classroom, used at home by concerned parents, and adapted by those trying to overcome learning problems on their own.
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Mosaic of Thought:
Teaching Comprehension in a Reader's Workshop
Susan Zimmermann & Ellin Oliver Keene., (1997). Portland, Maine, Heinemann.
This book proposes a new instructional paradigm focused on in-depth instruction in the strategies used by proficient readers. The authors take us beyond the traditional classroom into literature-based, workshop-oriented classrooms.
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Off Track:
When Poor Readers Become "Learning Disabled"
Louise C. Spear-Swerling & Robert Sternberg (Eds.)., (1997). New York., Westview Press.
The identification of poor readers as "learning disabled" can be the first of many steps toward consigning students to a lifetime of reading failure. In this book, the authors identify the dangers of labeling children as reading or learning disabled, contending that a "reading disability" is not a unitary phenomenon.
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Preventing Reading Difficulties in Young Children
Catherine Snow, M. Susan Burns, Peg Griffin(Eds.)., 1998. Washington DC.,
National Academy Press.
Against the background of normal progress, this book examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including an evaluation of the philosophies, systems, and materials commonly used to teach reading.
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Qualitative Reading Inventory-3 (3rd Edition)
Lauren Leslie & JoAnne Caldwell., (2000)., New York., Pearson Education.
An Informal Reading Inventory provides a variety of diagnostic options designed to assess reading ability. These procedures have been field tested.
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Reading Problems:
Consultation and Remediation.
P.G. Aaron & R.M. Joshi., (1992). New York: Guilford.
Meant primarily for teachers of children with reading disabilities and school psychologists, this easily readable book describes procedures for assessment, evaluation, and remedial instruction. Psychological theories behind the reading process and the history of reading instruction in the United States are other topics presented in this book.
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Strategies that Work:
Teaching Comprehension to Enhance Understanding
Stephanie Harvey & Anne Goudvis., (2001). Stenhouse Publishers.
This book focuses on instruction that is responsive to kids' interests and learning needs. When readers use these strategies while reading, they enjoy a more complete, thoughtful reading experience. Engagement of the reader is the goal. When kids are engaged in their reading, it enhances their understanding; readers also acquire information and remember what they read.
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Starting out Right:
A Guide to Promoting Children's Reading Success
M. Susan Burns, Betty Alberts, Peg Griffin,& Catherine E. Snow (Editors)., (2001). Washington D.C., National Academy Press.
Great strides have been made recently toward identifying the best ways to teach children to read. This book provides a wealth of knowledge based on a summary of extensive research. It is a "must read" for specialists in primary education as well as parents, pediatricians, child care providers, tutors, literacy advocates, policy makers, and teachers.
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The Read-Aloud Handbook (5th Edition, Paper back)
Jim Trelease 2001). New York., Penguin USA.
Every child can become an avid reader, and this classic guide shows how to make it happen. Jim Trelease explains how reading aloud awakens children's imaginations and improves their language skills; how to begin reading aloud and which books to choose. Also, how to create reader-friendly homes, classrooms, and libraries and how to lure children away from the television and video games.
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Understanding Dyslexia and the Reading Process:
A Guide for Educators and Parents
Marion Sanders., (2000). New York: Pearson/ Allyn Bacon.
This book provides an understanding not only of dyslexia but also of the broader population of weaker readers and presents information on how to help them. This book presents dyslexia against a background of normal reading development, and in the context of child development, taking into account multiple factors that affect how well a child overcomes or compensates for dyslexia.
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Understanding Reading Problems:
Assessment and Instruction (5th Edition)
Jean Wallace Gillet & Charles Temple., (1999)., New York., Allyn & Bacon.
Helping all students to become effective, strategic readers who read and write enthusiastically and purposefully is one of the greatest challenges facing teachers today. Teachers need to know how to use a wide variety of teaching methods, materials, and strategies to help children learn to read, monitor and document students' progress. This book is described to achieve this objective.
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What Really Matters for Struggling Readers:
Designing Research-Based Programs
Richard L. Allington., (2000). New York., Pearson Education.
"What Really Matters for Struggling Readers" is described as a book that offers a clear blend of research and practice that teachers can use to develop better methods for helping children with reading difficulties.
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Why Our Children Can't Read and What To Do About It?
Diane McGuiness (1997)., New York., Simon & Schuster.
This book deals with topics such as "How do we read?", "The English Alphabet", "Reading programs that work", "Mastering the code in reading, writing, and spelling", and "Remedial reading programs".
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Words Their Way:
Word Study for Phonics, Vocabulary, and Spelling Instruction
Donald R. Bear, Marcia Invernizzi, Shane Templeton, Francine R. Johnston.,(1995). Columbus, OH., Merrill Publishing Co.
By providing phonics, vocabulary and spelling instruction, this book shows a practical way to study words with students. Based on the research on invented and developmental spelling, the framework of this text is keyed to the five stages of spelling or orthographic development. Ordered in this developmental format, "Words Their Way" complements the use of any existing phonics, spelling, and vocabulary curriculum.
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You Gotta Be the Book:
Teaching Engaged and Reflective Reading with Adolescents
Jeffrey D. Wilhelm,., (1997). New York., Teachers college Press.
This ground-breaking work will serve as an excellent supplemental text in graduate and undergraduate courses in language arts, reading and writing methods, and remedial reading; it will appeal to teacher educators, pre-service and in-service teachers, special educators, and parents.
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