TEACHING CHILDREN TO READ IN DIVERSE COMMUNITIES: A Practical Guide to Reading Success, Second Edition
Timothy R. Blair, Ph.D.
Timothy R. Blair, Ph.D
University of Central Florida
Pages: 190 Pages
Copyright Year: © 2014
Formats & Ordering ISBNs:
Paperback (B/W): 978-0-982-32419-6
Loose-Leaf (B/W): 978-1-942041-08-5
Online Version: 978-0-9890496-3-4
For Student (Value Series):
Timothy Blair has created a straightforward, easy-to-use guide that is designed and to help prepare teachers to teach reading in today’s culturally diverse classrooms. The practical, reflective format covers essential research-based reading strategies for elementary and middle grades. The text is succinct and provides a clear framework for the teaching of reading. It assists teachers-in-preparation in navigating the cultural differences influencing classroom reading instruction and the performance of all students.
►Updated Coverage of Current Strategies, Topics, and Scholarly Research. The text has been updated and streamlined to reflect recent real world examples, strategies, and scholarship. The growing body of knowledge on student diversity, including Limited English Proficiency (LEP) students and the increasing number of children living under the poverty line, is also explored.
►Flexible Format & Organization. The texts modular format presents students with core materials in digestible chunks. In addition, it provides a framework for understanding diversity and developing a teaching style that respects, celebrates, and capitalizes on the strengths of all students.
►Accessible and Easy-to-Use Guide. Clear, comprehensible presentation offers the latest information on effective reading strategies and culturally responsive instruction in today's classrooms.
►Unique Narrative. A natural and relaxed writing style stimulates a sense of a conversation between the author and reader and encourages today’s reading teachers to believe in their professional abilities.
►Expanded Coverage. New chapters on the Common Core State Standards (CCSS) and technological developments and their effect on the teaching-learning process.