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LEADER 00000cam  22004094i 4500 
001    54677638 
003    OCoLC 
005    20180105114846.0 
008    040217s2005    njua     b    000 0 eng   
010    2004044912 
020    0131181785 
020    9780131181786 
035    (OCoLC)54677638 
040    DLC|beng|erda|cDLC|dBAKER|dBTCTA|dYDXCP|dIG#|dDEBBG|dY9U
       |dILU|dBDX|dOCLCF|dOCLCO|dOCLCQ|dOXB 
042    pcc 
049    OXBB 
050 00 LB1576|b.L5594 2005 
082 00 372.6|222 
245 00 Literacy teaching and learning :|bcurrent issues and 
       trends /|c[edited by] Zhihui Fang. 
264  1 Upper Saddle River, N.J. :|bPearson/Merrill/Prentice Hall,
       |c[2005] 
264  4 |c©2005 
300    ix, 338 pages :|billustrations ;|c28 cm 
336    text|btxt|2rdacontent 
337    unmediated|bn|2rdamedia 
338    volume|bnc|2rdacarrier 
504    Includes bibliographical references. 
505 0  Understanding Literacy and Literacy Acquisition -- 
       Promoting Motivation and Engagement -- Teaching 
       Phonological Awareness, Phonics, and Spelling -- Teaching 
       Fluency, Vocabulary, and Comprehension -- Exploring the 
       Language of School-Based Texts -- Teaching Struggling 
       Readers -- Teaching Diverse Learners -- Developing New, 
       Popular, and Critical Literacies -- Standards, Assessment,
       and High-Stakes Testing -- Supporting the Development of 
       Exemplary Teachers. 
520 1  "Literacy Teaching and Learning: Current Issues and Trends
       is a text for those who seek to extend, refine, update, or
       advance their knowledge of theory, research, and practice 
       in literacy education. Designed to bridge the gap between 
       research volumes that are most appropriate for advanced 
       doctoral students and introductory methods texts that 
       offer only cursory examination of the field, this book 
       presents current, balanced, and authoritative perspectives
       on myriad major topics that are of both theoretical and 
       practical significance to literacy educators. 
520 8  Organized into 10 thematic sections, the 30 carefully 
       selected articles and accompanying pedagogical features 
       enable students to gain an in-depth understanding of and 
       practical ideas about current trends and issues in 
       literacy teaching and learning. This text is a must-read 
       for preservice teachers, in-service teachers, graduate 
       students of literacy and related fields, and alternative 
       teaching candidates seeking reading endorsement or 
       certification."--Jacket. 
650  0 Language arts.|0http://id.loc.gov/authorities/subjects/
       sh85074546 
650  0 Reading.|0http://id.loc.gov/authorities/subjects/
       sh85111662 
700 1  Fang, Zhihui.|0http://id.loc.gov/authorities/names/
       n2004094445 
776 08 |iOnline version:|tLiteracy teaching and learning.|dUpper 
       Saddle River, N.J. : Pearson/Merrill/Prentice Hall, ©2005
       |w(OCoLC)621890532. 
970 21 |tLooking beyond 'skills' and 'processes' : literacy as 
       social and cultural practices in classrooms|cBarbara 
       Comber|fComber, Barbara.|cPhil Cormack|fCormack, Phil|p3 
970 21 |tCognitive research can inform reading education|cCharles
       A. Perfetti|fPerfetti, Charles A.|p11 
970 21 |tEnglish learners reading English : what we know, what we
       need to know|cSuzanne F. Peregoy|fPeregoy, Suzanne F.
       |cOwen F. Boyle|fBoyle, Owen.|p18 
970 21 |tHow literacy tasks influence children's motivation for 
       literacy|cJulianne Turner|fTurner, Julianne|cScott G. 
       Paris|fParis, Scott G., 1946-|p31 
970 21 |tDeveloping motivation to write|cRoger Bruning|fBruning, 
       Roger|cChristy Horn|fHorn, Christy A.|p40 
970 21 |tThe role of parents in motivating struggling readers
       |cLinda Baker|fBaker, Linda.|p55 
970 21 |tPreventing reading failure : phonological awareness 
       assessment and instruction|cHolly B. Lane|fLane, Holly B.
       |cPaige C. Pullen|fPullen, Paige C.|cMary R. Eisele
       |fEisele, Mary R.|cLuAnn Jordan|fJordan, LuAnn|p69 
970 21 |tTeaching decoding|cLouisa C. Moats|fMoats, Louisa Cook.
       |p81 
970 21 |tInvention, convention, and intervention : invented 
       spelling and the teacher's role|cLawrence R. Sipe|fSipe, 
       Lawrence R.|p91 
970 21 |tToward understanding oral reading fluency|cSusan K. 
       Strecker|fStrecker, Susan K.|cNancy L. Roser|fRoser, 
       Nancy.|cMiriam G. Martinez|fMartinez, Miriam G., 1948-
       |p102 
970 21 |tTheory and practice in vocabulary learning and 
       instruction|cPatricia A. Herman|fHerman, Patricia A.
       |cJanice Dole|fDole, Janice A.|p112 
970 21 |tReading comprehension requires knowledge - of words and 
       the world|cE. D. Hirsch, Jr.|fHirsch, E. D. (Eric Donald),
       1928-|p121 
970 21 |tThe 'good book' : linguistic aspects|cKatharine Perera
       |fPerera, Katharine.|p134 
970 21 |tSome practicalities of a language-based theory of 
       learning|cLen Unsworth|fUnsworth, Len.|p144 
970 21 |tConsidering genre, content, and visual features in the 
       selection of trade books for science instruction|cCarol A.
       Donovan|fDonovan, Carol A.|cLaura B. Smolkin|fSmolkin, 
       Laura B.|p153 
970 21 |tThe gridlock of low reading achievement : perspectives 
       on practice and policy|cAnne McGill-Franzen|fMcGill-
       Franzen, Anne.|cRichard L. Allington|fAllington, Richard 
       L.|p173 
970 21 |tPreventing reading failure in the primary grades
       |cDarrell Morris|fMorris, Darrell.|p184 
970 21 |tThere's more to teaching at-risk and delayed readers 
       than good reading instruction|cIrene W. Gaskins|fGaskins, 
       Irene West.|p197 
970 21 |tConstructivist approaches, phonics, and the literacy 
       learning of students of diverse backgrounds|cKathryn H. Au
       |fAu, Kathryn Hu-Pei.|p212 
970 21 |tLanguage and learning : exploring schooling issues that 
       impact linguistically diverse students|cOfelia B. 
       Miramontes|fMiramontes, Ofelia B.|p225 
970 21 |tAfrican American language and literacy|cJohn Baugh
       |fBaugh, John|p235 
970 21 |tNew literacies in theory and practice : what are the 
       implications for language in education?|cBrian Street
       |fStreet, Brian V.|p244 
970 21 |tPopular literacies and the "all" children : rethinking 
       literacy development for contemporary childhoods|cAnne 
       Haas Dyson|fDyson, Anne Haas.|p258 
970 21 |tThat's not fair! : critical literacy as unlimited 
       semiosis|cChristine H. Leland|fLeland, Christine H.
       |cJerome C. Harste|fHarste, Jerome C. (Jerome Charles).
       |p266 
970 21 |tPutting it all together : solving the reading assessment
       puzzle|cRoger Farr|fFarr, Roger C.|p276 
970 21 |tPreparing students for high-stakes test taking in 
       reading|cJohn T. Guthrie|fGuthrie, John T.|p285 
970 21 |tTeaching true and to the test in writing|cShelby Anne 
       Wolf|fWolf, Shelby Anne.|cKenneth Paul Wolf|fWolf, Kenneth
       Paul|p296 
970 21 |tCharacteristics of exemplary first-grade literacy 
       instruction|cLesley Mandel Morrow|fMorrow, Lesley Mandel.
       |cDiane H. Trocey|fTrocey, Diane H.|cDeborah Gee Woo|fWoo,
       Deborah Gee.|cMichael Pressley|fPressley, Michael, 1951-
       |p311 
970 21 |tVisioning and the development of outstanding teachers
       |cGerald G. Duffy|fDuffy, Gerald G..|p321 
970 21 |tFrom scripted instruction to teacher empowerment : 
       supporting literacy teachers to make pedagogical 
       transitions|cZhihui Fang|fFang, Zhihui.|cDanling Fu|fFu, 
       Danling|cLinda Leonard Lamme|fLamme, Linda Leonard|p329 
971    |d20050429 
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 MUSKINGUM STACKS  LB1576 .L5594 2005    AVAILABLE