What Successful Literacy Teachers Do: 70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners - Softcover

Glasgow, Neal A.; Farrell, Thomas S. C.

Softcover

ISBN 10: 1412916151 ISBN 13: 9781412916158

Publisher: Corwin, 2007

Synopsis

Presents easy-to-implement literacy strategies covering phonics, phonemics, and decoding; vocabulary, spelling, and word study; fluency, comprehension, and assessment; and technology, special learners, and family literacy.

About this title

About the Author:

Neal A. Glasgow′s experience includes serving as a secondary school science and art teacher both in California and New York, as a university biotechnology teaching laboratory director and laboratory technician, and as an educational consultant and frequent speaker on many educational topics. He is the author or coauthor of ten books on educational topics: What Successful Schools Do to Involve Families: Fifty Research-Based Strategies for Teachers and Administrators (2008), What Successful Literacy Teachers Do: 70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners (2007), What Successful Teachers Do in Diverse Classrooms: 71 Research-Based Strategies for New and Veteran Teachers (2006); What Successful Teachers Do in Inclusive Classrooms: 60 Research-Based Strategies That Help Special Learners (2005); What Successful Mentors Do: 81 Researched-Based Strategies for New Teacher Induction, Training, and Support (2004); What Successful Teachers Do: 91 Research-Based Strategies for New and Veteran Teachers (2003); Tips for Science Teachers: Research-Based Strategies to Help Students Learn (2001); New Curriculum for New Times: A Guide to Student-Centered, Problem-Based Learning (1997); Doing Science: Innovative Curriculum Beyond the Textbook for the Life Sciences (1997); and Taking the Classroom to the Community: A Guidebook (1996).

 

Thomas S. C. Farrell is a professor in applied linguistics at Brock University, Canada. He has been involved with ESL and applied linguistics for the past 27 years and has written extensively on topics such as reflective practice, language teacher development, and language teacher education. His recent books include Reflective Practice in Action (2004, Corwin Press), Reflecting on Classroom Communication in Asia (2004, Longman), and Professional Development for Language Teachers (2005, Cambridge University Press, coauthored with Jack Richards).

Review:

"An interesting compilation for administrators, new teachers, and seasoned teachers. This text acts as a concise reminder of what we should all be doing in our classrooms and includes practical implementation ideas." Author: Patricia Ruggiano Schmidt, Professor of Literacy Published On: 2006-10-24

"I liked that way the book was organized. It was easy to read quickly, especially when looking for something specific. I definitely enjoyed the quotes to start each chapter and the research for each strategy." Author: Kathleen Prisbell, English Teacher Published On: 2006-10-24

"Packs in literacy strategies to help teachers. From phonics and vocabulary and word study to assessment strategies and ESL challenges, this links six decades of reading research to classroom instruction success stories for maximum value." Author: California Bookwatch, July 2007 Published On: 2007-08-10

“While each strategy is research based and a brief summary of the research and sources are given, the book’s value is in the descriptions of the classroom application of each strategy. Even better is the ‘precautions and possible pitfalls’ section for each strategy that steers the practitioner away from common mistakes that would impede successful implementation. Both new classroom teachers and experienced literacy coaches will be able to find classroom techniques that will assist students in becoming literate adults.” Author: CHOICE, April 2008 Published On: 2008-05-28

About this edition

• Publisher: Corwin
• Publication date: 2007
• ISBN 10: 1412916151
• ISBN 13: 9781412916158
• Binding: Paperback
• Number of pages: 184