All Children Read

CHARLES TEMPLE is a professor of education at Hobart and William Smith Colleges in Geneva, New York, where he teaches courses on literacy, children’s literature, storytelling, and international education. He has written books on emergent literacy, invented spelling, writing instruction, language arts, diagnosis and remediation of reading disabilities, and children’s literature, as well as books for children. He codirects Critical Thinking International, Inc., a nonprofit organization that does children’s book development and literacy work around the world.  DONNA OGLE is Emerita Professor of Reading and Language at National-Louis University (NLU) in Chicago, Illinois, and is active in research and professional development projects. She served as senior consultant to the Chicago Striving Readers Project, was CoDirector of the Literacy Partners Project, and codirects the Reading Leadership Institute. Donna also serves as a literacy consultant internationally and is part of Critical Thinking International and an editorial reviewer for Grupo SM in Latin America, The Reading Teacher, and the Journal of Adolescent and Adult Literacy. Donna is a past president of the International Reading Association (IRA) and an elected member of the Reading Hall of Fame. She is the author of many books, book chapters, professional articles, and curriculum materials.  ALAN CRAWFORD is Emeritus Professor of Education at California State University, Los Angeles. He has served as President of the California Reading Association, a Fulbright Senior scholar in Ecuador and Morocco, and a Researcher in Residence at the American Embassy in Baku, Azerbaijan. He has done extensive teaching, consulting, and writing on teaching reading in the elementary school, especially forsecond language learners. Alan has written curriculum for teaching reading in Spanish and served on the Editorial Review Board of Lectura y Vida. He served as IRA’s representative to UNESCO for many years and was a Senior Literacy Specialist at UNESCO in Paris during International Literacy Year (1989—90). He is currently a director of Critical Thinking International. He frequently presents seminars and workshops on a volunteer basis for international development projects in Latin America, Europe, Asia, and Africa.  CODRUTA TEMPLE is associate professor of second language education at the State University of New York College at Cortland. She has coauthored two college textbooks, The Beginnings of Writing and Understanding Reading Problems: Assessment and Instruction, as well as several articles and book chapters on literacy development in mathematics classrooms.

• Brief Table of Contents Approaches to Teaching Reading The Social and Cultural Contexts for Teaching All Children to Read What Reading Teachers Need to Know About LanguageEmergent Literacy Phonics and Word Knowledge Helping Readers Build Fluency The Importance of Vocabulary Development Reading Comprehension, Part I: Making Sense of Literature Reading Comprehension, Part II: Understanding and Learning with Informational Texts Critical Thinking and Critical Literacy Teaching Children to Spell and WriteAssessing Literacy Integrating Language and Literacy Instruction Across the Grades Models and Strategies for Teaching ESL and for Teaching Reading in the Mother TongueAppendix A: Addressing the Common Core Standards Appendix B: Teach It! Instructional Activities References Glossary Name Index Subject Index Detailed Table of Contents Approaches to Teaching Reading Why Does Literacy Matter?How Well Do Children in the United States Read?Components of Reading AbilityPhases of Reading DevelopmentThe Recent History of Reading Instruction: How WeGot Where We AreThe Social and Cultural Contexts for Teaching All Children to Read The Social Contexts of LiteracyPlanning for a Literate ClassroomMeeting the Literacy Needs of All ChildrenResponse to Intervention (RTI)Finding the Books and Materials TheyWant to ReadWhat Reading Teachers Need to Know About Language Phonology: The Sounds of EnglishMorphology: How English Words Are BuiltVocabulary: Words and Their MeaningsSyntax: Ordering and Inflecting Classes of WordsText StructureEmergent Literacy What Is Emergent Literacy?Language-Based Learning and Emergent LiteracyPrint-Based Learning and Emergent LiteracyComprehensive Strategies to Nurture Emergent LiteracyTeaching Specific SkillsEnvironmental Strategies to SupportEmergent LiteracyInvolving Families in Emergent LiteracyPhonics and Word Knowledge What Is Phonics? What Is Word Knowledge?Words as Wholes: The Logographic PhaseLetter-by-Letter Reading: The Alphabetic PhaseChunking: The Orthographic PhaseMeaningful Word Parts: The Morphological PhaseWord Histories and Families: The Derivational PhaseHelping Students Read Words in ContextHelping Readers Build Fluency Fluency in ReadingModeling Fluent Oral ReadingSupporting Children’s Reading for FluencyPracticing Fluency With and Without the Teacher’s GuidanceEmbedding Repeated Reading in PerformanceThe Importance of Vocabulary Development What Is Vocabulary?What Does the Research Say About Vocabulary?Teaching VocabularyTeaching Strategies for Independent Word LearningReading Comprehension, Part 1: Making Sense of Literature How Students Understand LiteratureTeaching for Comprehension: General StrategiesTeaching for Comprehension: Specific SkillsClose ReadingAssessing ComprehensionReading Comprehension, Part II: Understanding and Learning with Informational Texts Characteristics of Informational TextsUnderstanding How Readers Comprehend Informational TextsTeaching Students to Use Features of Informational TextsTeaching with Informational TextsClassrooms That Develop Independent LearnersCritical Thinking and Critical Literacy Critical Thinking and Critical LiteracyLooking Critically at Works of LiteratureThinking Critically About Texts Other Than StoriesTeaching Strategies for Critical ThinkingTeaching Children to Spell and Write Spelling Development and AssessmentTeaching Children to SpellA Writing Process in Five Parts Writing in Different GenresAssessment of WritingWriting to LearnAssessing Literacy What Is Assessment and Why Do We Assess?Approaches to AssessmentTerms Used in TestingAssessing Emergent ReadersAssessing Beginning Readers and BeyondOther Uses of AssessmentIntegrating Language and Literacy Instruction Across the Grades Teaching Print Concepts and Phonological Awareness in ContextTeaching Phonics in ContextTeaching Morphology in ContextTeaching Grammar in ContextTeaching Text StructureModels and Strategies for Teaching ESL and for Teaching Reading in the Mother Tongue Options for Teaching the English Language LearnerMajor Principles of Second-Language AcquisitionInstructional Strategies for Second-Language AcquisitionOptions for Teaching the English Language Learnerto ReadMother Tongue Support in the Bilingual ClassroomAppendix A: Addressing the Common Core Standards Appendix B: Teach It! Instructional Activities References Glossary Name Index Subject Index