Originally published in 1940, this book is a rare phenomenon, a living classic that introduces and elucidates the various levels of reading and how to achieve them—from elementary reading, through systematic skimming and inspectional reading, to speed reading. Readers will learn when and how to “judge a book by its cover,” and also how to X-ray it, read critically, and extract the author’s message from the text.
Also included is instruction in the different techniques that work best for reading particular genres, such as practical books, imaginative literature, plays, poetry, history, science and mathematics, philosophy and social science works.
Finally, the authors offer a recommended reading list and supply reading tests you can use measure your own progress in reading skills, comprehension, and speed.
New to This Edition
*Reflects over a decade of advances in research-based vocabulary instruction.
*Chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners, including coverage of response to intervention (RTI).
*Expanded discussions of content-area vocabulary and multiple-meaning words.
*Many additional examples showing what robust instruction looks like in action.
*Appendix with a useful menu of instructional activities.
See also the authors' Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples, which includes specific instructional sequences for different grade ranges, as well as Making Sense of Phonics, Second Edition: The Hows and Whys, by Isabel L. Beck and Mark E. Beck, an invaluable resource for K-3.
Using the Association of College and Research Libraries' Information Literacy Competency Standards for Higher Education as a framework, this much-needed sourcebook covers all the major facets of the information literacy process. For students, it is a ready-to-use guide that explains what information literacy is, why it is so important, and how to put it to use in both print and online research. For teachers, it is a helpful classroom resource that can serve as the basis for an information literacy course, a supplemental text, or a handy reference for research in any subject.
Animal tracks, word magic, the speech of stones, the power of letters, and the taste of the wind all figure prominently in this intellectual tour de force that returns us to our senses and to the sensuous terrain that sustains us. This major work of ecological philosophy startles the senses out of habitual ways of perception.
For a thousand generations, human beings viewed themselves as part of the wider community of nature, and they carried on active relationships not only with other people with other animals, plants, and natural objects (including mountains, rivers, winds, and weather patters) that we have only lately come to think of as "inanimate." How, then, did humans come to sever their ancient reciprocity with the natural world? What will it take for us to recover a sustaining relation with the breathing earth?
In The Spell of the Sensuous David Abram draws on sources as diverse as the philosophy of Merleau-Ponty, Balinese shamanism, Apache storytelling, and his own experience as an accomplished sleight-of-hand of magician to reveal the subtle dependence of human cognition on the natural environment. He explores the character of perception and excavates the sensual foundations of language, which--even at its most abstract--echoes the calls and cries of the earth. On every page of this lyrical work, Abram weaves his arguments with a passion, a precision, and an intellectual daring that recall such writers as Loren Eisleley, Annie Dillard, and Barry Lopez.
New to This Edition
*Chapter on assessing vocabulary.
*Additional instruments, including the Informal Decoding Inventory and the Motivation to Read Profile--Revised.
*Links to the Common Core State Standards (CCSS) have been added throughout.
*The latest research and more instructional strategies in every area.
See also Reading Assessment in an RTI Framework, which offers systematic guidance for conducting assessments in all three tiers of RTI.
This new series will allow teachers to present the same content to below-level, on-level, and advanced students with these leveled nonfiction stories. It includes multiple-choice, fill-in-the-blank, and true/false questions; short-answer writing practice; and comprehension questions. Students stay interested, build confidence, and discover that reading can be fun! The reading passages will be separated into sections with titles such as Extreme Places, Amazing People, Wild Animals, Strange and Unexplained, Fascinating Machines, and Amazing Kids.
New to This Edition:
*Connects best practices with the requirements of the CCSS.
*Incorporates the latest research findings and instructional practices.
*Chapters on comprehending informational text, dual language learners, and new literacies.
*Expanded topics include motivation, close reading, and text complexity.
New examples to show the kinds of critical, creative, and innovative thinking that are needed for success in the digital-age classroom.
A fifth stance added to the Envisionment-building framework toward higher-level understanding, integration, and the building of new concepts.
Filled with examples from across the grades and the voices of students and teachers, this book continues to be a practical and influential resource for the English Language Arts classroom.
Judith A. Langer is an internationally known scholar in literacy learning and Distinguished Professor at the University at Albany, State University of New York. She is the author of Getting to Excellent: How to Create Better Schools.
“[Judith Langer] pioneered the changes in the way we define the English/Language Arts curriculum.”
—English Journal (reviewing the first edition)
“Rich with narratives, Envisioning Literature provides both strong theory about teaching literature and real examples that provide a context for change….Important reading for teachers, staff development trainers, policy analysts, and reading program administrators.”
—Reading Today (reviewing the first edition)
Top SLA researchers and applied linguists lend their expertise on matters such as foreign language across curriculum programs, testing, online learning, the incorporation of linguistic variation into the classroom, heritage language learners, the teaching of translation, the effects of study abroad and classroom contexts on learning, and other pedagogical issues. Other common themes of The Art of Teaching Spanish include the rejection of the concept of a monolithic language competence, the importance of language as social practice and cultural competence, the psycholinguistic component of SLA, and the need for more cross-fertilization from related fields.
Gesture and Thought expands on McNeill’s acclaimed classic Hand and Mind. While that earlier work demonstrated what gestures reveal about thought, here gestures are shown to be active participants in both speaking and thinking. Expanding on an approach introduced by Lev Vygotsky in the 1930s, McNeill posits that gestures are key ingredients in an “imagery-language dialectic” that fuels both speech and thought. Gestures are both the “imagery” and components of “language.” The smallest element of this dialectic is the “growth point,” a snapshot of an utterance at its beginning psychological stage. Utilizing several innovative experiments he created and administered with subjects spanning several different age, gender, and language groups, McNeill shows how growth points organize themselves into utterances and extend to discourse at the moment of speaking.
An ambitious project in the ongoing study of the relationship of human communication and thought, Gesture and Thought is a work of such consequence that it will influence all subsequent theory on the subject.
In her study, Royster acknowledges the persistence of disempowering forces in the lives of African American women and their equal perseverance against these forces. Amid these conditions, Royster views the acquisition of literacy as a dynamic moment for African American women, not only in terms of their use of written language to satisfy their general needs for agency and authority, but also to fulfill socio-political purposes as well.
Traces of a Stream is a showcase for nineteenth-century African American women, and particularly elite women, as a group of writers who are currently underrepresented in rhetorical scholarship. Royster has formulated both an analytical theory and an ideological perspective that are useful in gaining a more generative understanding of literate practices as a whole and the practices of African American women in particular. Royster tells a tale of rhetorical prowess, calling for alternative ways of seeing, reading, and rendering scholarship as she seeks to establish a more suitable place for the contributions and achievements of African American women writers.
Or did we? Portions of the human brain are also devoted to reading. Children learn to read at a very young age and can seamlessly absorb information even more quickly through reading than through hearing. We know that we didn’t evolve to read because reading is only a few thousand years old.
In "Harnessed," cognitive scientist Mark Changizi demonstrates that human speech has been very specifically “designed” to harness the sounds of nature, sounds we’ve evolved over millions of years to readily understand. Long before humans evolved, mammals have learned to interpret the sounds of nature to understand both threats and opportunities. Our speech—regardless of language—is very clearly based on the sounds of nature.
Even more fascinating, Changizi shows that music itself is based on natural sounds. Music—seemingly one of the most human of inventions—is literally built on sounds and patterns of sound that have existed since the beginning of time.
See also Teaching with the Common Core Standards for English Language Arts, PreK-2.
A powerful blend of practical, theoretical, and inspirational, The Activ(ist) Learner:Provides examples that combine inquiry and service learning to help students develop and apply literacy and disciplinary knowledge.Helps teachers move from informational teaching to sociocultural apprenticeship teaching.Describes a way of teaching that develops students’ intrapersonal and interpersonal skills.Includes templates for conducting inquiry units and charts with CCSS connections.
“Our students are indeed the future trustees of our societies, so why not engage them early on in positive activism? This book, a collaborative conversation that speaks to the challenge and the opportunity that our classrooms provide us, offers an engaging look at how a shift in thinking can positively impact our future.”
—Clifton L. Taulbert, lecturer and author of Eight Habits of the Heart
“In an era where everyone has an opinion about education, Wilhelm, Douglas, and Fry take us back to the root of the word educate: to nurture and to lead forth. The Activ(ist) Learner reminds us that service learning allows teachers and students to collaborate through inquiry to ask deep, substantive questions, and then take actionable steps to make a difference in their schools, communities, and the world. If you are truly interested in education—nurturing and leading—then The Activ(ist) Learner will help you begin a transformative journey.”
—Troy Hicks, Central Michigan University
New to This Edition
*Incorporates the latest research and instructional practices.
*Chapters on the CCSS, critical theory, culturally responsive instruction, and response to intervention.
*Chapters on teaching fiction and informational texts in the secondary grades.
*Expanded coverage of multimodal literacy learning.
*Timely topics such as text complexity, close reading, digital literacies, and neuroscience are discussed in multiple chapters.
Pop-up books possess universal appeal. Everyone-from preschoolers to adults-loves to see and tactilely experience the beautiful, three-dimensional work of Robert Sabuda, David A. Carter, and other pop-up book creators. Sabuda himself was inspired to become a pop-up book artist after experiencing the 1972 classic pop-up The Adventures of Super Pickle. The effect of these movable books on young minds is uniquely powerful. Besides riveting children's attention, pop-up books can also help build motor skills, teach cause and effect, and develop spatial understanding of objects
Based on their direct experience and many presentations to teachers and librarians, the authors have provided template lesson plans with curriculum and standards links for using the best pop-up books currently available in the instructional program of the school. The book also includes profiles of the most notable authors, a history of the format, definitions of terms such as "flap book: and "paper engineer," and information on how to create movable books. Librarians will find the section regarding collection development with the format-how and where to acquire them, proper storage methods-and the annotated listing of the authors' 50 favorite pop-ups extremely helpful
Winner--Literacy Research Association's Edward B. Fry Book Award
Every parent wants to give his or her child a competitive advantage. In Born Reading, publishing insider (and new dad) Jason Boog explains how that can be as simple as opening a book. Studies have shown that interactive reading—a method that creates dialogue as you read together—can raise a child’s IQ by more than six points. In fact, interactive reading can have just as much of a determining factor on a child’s IQ as vitamins and a healthy diet. But there’s no book that takes the cutting-edge research on interactive reading and shows parents, teachers, and librarians how to apply it to their day-to-day lives with kids, until now.
Born Reading provides step-by-step instructions on interactive reading and advice for developing your child’s interest in books from the time they are born. Boog has done the research, talked with the leading experts in child development, and worked with them to compile the “Born Reading Essential Books” lists, offering specific titles tailored to the interests and passions of kids from birth to age five. But reading can take many forms—print books as well as ebooks and apps—and Born Reading also includes tips on how to use technology the right way to help (not hinder) your child’s intellectual development. Parents will find advice on which educational apps best supplement their child’s development, when to start introducing digital reading to their child, and how to use tech to help create the readers of tomorrow.
Born Reading will show anyone who loves kids how to make sure the children they care about are building a powerful foundation in literacy from the beginning of life.
The volume is distinguished in three ways:
* Following a Vygotskyan perspective on development, the studies assume that language learning is a fundamentally pragmatic enterprise, intrinsically linked to language use. This breaks from a more traditional understanding of second and foreign language learning, which has viewed learning and use as two distinct phenomena. The importance of classroom interaction to additional language development is foregrounded.
* The investigations reported in this book are distinguished by their methodological approach. Because language learning is assumed to be a situated, context-sensitive, and dynamic process, the studies do not rely on traditional experimental methods for collecting and analyzing data, but rather, they involve primarily the use of ethnographic and discourse analytic methods.
* The studies focus on interactional practices that promote second and foreign language learning. Although a great deal of research has examined first language learning in classrooms from a sociocultural perspective, little has looked at second and foreign language classrooms from such a perspective. Thus there is a strong need for this volume of studies addressing this area of research.
Researchers, teacher educators, and graduate students across the fields of second and foreign language learning, applied linguistics, and language education will find this book informative and relevant. Because of the programmatic implications arising from the studies, it will also appeal to teacher educators and teachers of second and foreign languages from the elementary to the university levels.
In this groundbreaking book, Gunther Kress considers the effects of a revolution that has radically altered the relationship between writing and the book. Taking into account social, economic, communication and technological factors, Kress explores how these changes will affect the future of literacy.
Kress considers the likely larger-level social and cultural effects of that future, arguing that the effects of the move to the screen as the dominant medium of communication will produce far-reaching shifts in terms of power - and not just in the sphere of communication. The democratic potentials and effects of the new information and communication technologies will, Kress contends, have the widest imaginable consequences.
Literacy in the New Media Age is suitable for anyone fascinated by literacy and its wider political and cultural implications. It will be of particular interest to those studying education, communication studies, media studies or linguistics.
Based on their direct experience and many presentations to teachers and librarians, the authors have provided template lesson plans with curriculum and standards links for using the best pop-up books currently available in the instructional program of the school. The book also includes profiles of the most notable authors, a history of the format, definitions of terms such as "flap book" and "paper engineer," and information on how to create movable books. Librarians will find the section regarding collection development with the format—how and where to acquire them, proper storage methods—and the annotated listing of the authors' 50 favorite pop-ups extremely helpful.
The redesigned fourth edition of Second Language Acquisition retains the features that students found useful in the current edition but also provides new pedagogical tools that encourage students to reflect upon the experiences of second language learners. As with previous editions, discussion questions and problems at the end of each chapter help students apply their knowledge, and a glossary defines and reinforces must-know terminology. This clearly-written, comprehensive, and current textbook, by expert Sue Gass, is the ideal textbook for the introductory SLA course in second language studies, applied linguistics, linguistics, TESOL, and language education programs.
In all literate societies, however, speech in turn is interpreted by reference to the culturally dominant writing system. This puts in place a system of educational values which ensures that the more literate members of society maintain superiority over the less literate, and at the same time establishes a hierarchy among literate societies which favours the local product (alphabetic scripts in the Western Case).
Roy Harris shows that the theory of writing adopted in modern linguistics is deeply flawed. Reversing the orthodox priorities, the author argues that writing is a far more powerful mode of linguistic communication than speech could ever be. His book is a major contribution to current debates about human communication written and spoken.
The Light of Knowledge is set primarily in the rural district of Pudukkottai in Tamil Nadu, and it is about activism among laboring women from marginalized castes who have been particularly active as learners and volunteers in the movement. In their endeavors to remake the Tamil countryside through literacy activism, workers in the movement found that their own understanding of the politics of writing and Enlightenment was often transformed as they encountered vastly different notions of language and imaginations of social order. Indeed, while activists of the movement successfully mobilized large numbers of rural women, they did so through logics that often pushed against the very Enlightenment rationality they hoped to foster. Offering a rare behind-the-scenes look at an increasingly important area of social and political activism, The Light of Knowledge brings tools of linguistic anthropology to engage with critical social theories of the postcolonial state.
At the River presents a combination of interactive reading instructional techniques and sound ESL methodology to give low literate students a bridge to mainstream ESL textbooks.
Each unit provides structured, scaffolded practice in writing and reading letters, letter combinations, words, sentences, and paragraphs. Clear illustrations reinforce both phonics and vocabulary for everyday situations. This effective, class-tested phonics and reading system enables even ESL teachers with no reading development training to teach nonliterate and semiliterate students how to read in English.
A detailed teacher’s guide is available free of charge.