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The Reading Excellence Act: A Critical Analysis of Its Contributory Value and Existent Shortcomings

1      Introduction

Approaches to reading instruction constitute an incontrovertibly important issue, as importance directly stems from the fact that reading fluency is a predicator of academic survival, let alone success.  Within the context of the stated, and considering that reading is the bedrock of education, multiple studies have been conducted on the optimal reading instruction approach.  Needless to say, controversy surrounds the question of optimal approach, giving rise to what has been termed the `reading wars.’ In an effort to settle the said wars and affirm the imperatives of reading excellence, in 1997 Congress passed the Reading Excellence Act, subsequent to which a committee for the study and investigation of the components of reading excellence was formed.  Following an overview of the report’s findings, the research will overview reading instruction paradigms.

2      Reading Excellence Act: Study Findings

In an effort to put an end to the reading wars, Congress passed the Reading Excellence Act of 1997. The act allowed Rod Paige (U.S. Secretary of Education) and the NICHD to establish an NRP. The panel was to be composed of 15 members, including “leading scientists in reading research, representatives of colleges of education, reading teachers, educational administrators, and parents” (NICHD, 2000a, p. 1- 1). The NICHD selected 12 university professors, one principal from an elementary school, a parent, and one language arts teacher from a middle school (Yatvin, 2002). One panel member resigned shortly after being selected and was not replaced. This panel was charged with reviewing reading research and presenting its findings (NICHD, 2000a; Yatvin, 2002).

The methodology adopted by the panel was quantitative and used both experimental and quasiexperimental designs. The experimental design required the use of random assignment of participants to control and experimental groups. Quasiexperimental studies did not include random assignment but did include treatment and control conditions. Two initial criteria were set by panel members: (a) “Any study selected had to focus directly on children’s reading development from preschool through grade twelve” (NICHD, 2000a, p. 1-5), and (b) “the study had to be published in English in a referred journal” (NICHD, 2000a, p. 1-5). Additional criteria were set by the subgroups. A metaanalysis summarizing the results of the studies in each subcategory was also required. The subgroups, however, were not able to conduct a meta-analysis in all of the categories due to the lack of experimental research in education. Results from each topic will be discussed along with criticisms of the findings (NICHD, 2000a).

2.1    Phonemic Awareness

The NRP subgroup examining PA selected additional criteria for studies under review. Experimental studies were selected that “(a) administered PA training to students, (b). . . included control groups, and (c) . . . measured the impact of [PA] training on reading outcomes” (NICHD, 2000% p. 2-9). Through this process, 52 studies were chosen. Participants ranged in age from preschool to sixth grade and included “at risk” students and students with reading disabilities. Students with low to high socioeconomic status participated in the study. In some studies, classroom teachers provided the instruction; in others, researchers or computer programs delivered the instruction. Studies were conducted in several languages, including Norwegian, Hebrew, German, Spanish, Finnish, Dutch, Swedish, and English. Children worked individually, in small groups, or in large-group settings. The period for training ranged from 1 hr to 75 hr. Some experiments included a control group with an alternative treatment, whereas others compared PA training with no treatment. Sample sizes ranged from 9 to 383 participants. The fidelity of some trainers was checked, whereas those of other trainers were not checked or were not reported. Group assignments included matched, random, or nonequivalent. A metaanalysis was conducted on the studies to assess the impact of PA instruction (NICHD, 2000a).

Three outcome variables, PA, reading, and spelling, were examined through the meta-analysis. PA training was found successful in teaching PA. The following effect sizes were found immediately after training (d = 0.86) and decreased slightly over the long term (d = 0.73). The reading and spelling effect sizes were moderate, d = 0.53 for reading and d = 0.59 for spelling. Programs that lasted from 5 to 18 hr and that focused on one or two PA skills yielded the best results. The longest training yielded the lowest effect size. One section of the report states that “effect sizes for spelling outcomes were insignificant when computers were used in the training, and when the students trained were disabled readers or children in second grade and above” (NICHD, 2000% p. 2- 19). However, another section reports, “Not only researchers but also classroom teachers and computers deliver PA instruction effectively” (NICHD, 2000a, p. 2-19).

2.2    Phonics

In order to meet the additional criteria set by the phonics subgroup, a study had to test the hypotheses that “systematic phonics instruction improves reading performance more than instruction providing unsystematic phonics or no phonics instruction” (NICHD, 2000a, p. 2-91). The studies also had to report statistics necessary for the calculation of effect sizes. Studies that had been used in the PA subgroup were eliminated from the meta-analysis. There were 38 studies included in the final set. The sample sizes of studies used in the meta-analysis ranged from 20 to 320 (NICHD, 2000a).

The following ratings were used to assess effect sizes: d = .20 was small, d = .50 was moderate, and d = .80 was considered large. An overall effect size of d = .44 was found in favor of phonics instruction. The panel reported, “Findings provide solid support for the conclusion that systematic phonics instruction makes a bigger contribution to children’s growth in reading than alternative programs providing unsystematic or no phonics instruction” (NICHD, 2000a, p. 2-92). In kindergarten, the effect size was d =.56; in first grade, the size was slightly lower (d = .54); and in second through sixth grades, effect sizes were the lowest (d = .27). The effect size for students in second through sixth grades for students with disabilities was d = 0.15, or not statistically greater than chance. Spelling growth was found in kindergarteners and first graders (d = .67) but was not statistically significant (d = .09) for those students above first grade. Regularly spelled words and pseudowords had moderate effect sizes, d = .67 and d = .60, respectively. However, results for comprehension were much lower. For students above first grade, the effect size was d = .12 (not statistically greater than chance). Gains were found for all students, regardless of socio-economic status. The aforementioned statistics may be found in the Results section of the phonics report (NICHD, 2000a, pp. 2-92 through 2-97). However, a conclusion is drawn about the statistics in the Discussion section of the report. The following statement about the results is made by the subreport members:

Findings of the meta-analysis allow us to conclude that systematic phonics instruction produces gains in reading and spelling not only in the early grades (kindergarten and first grades) but also in the later grades (second through sixth) and among children having difficulty to read” (NICHD, 2000a, p. 21-22).

2.3    Fluency

The fluency subcommittee reviewed two topics in its report: (a) repeated and guided repeated oral reading and (b) encouraging students to read more. The metaanalysis for the repeated and guided repeated oral reading section of the fluency report included 14 studies. Two additional studies met the initial criteria for the meta-analyses but had insufficient information to allow their inclusion. Data from the two studies not included were used in some calculations in the report. The studies that were included in the meta-analysis focused on 605 students from Grades 2 through 9. Sample sizes ranged from 12 to 78 students. Only 5 of the 14 studies focused on normally developing readers; the rest focused on poor readers. A range of effect sizes from d = .05 to d = 1.48 was found in the studies, with a weighted average effect size of d = .41. Largest effects were found on word recognition and fluency measures, with smallest effects found on comprehension (NICHD, 2000a).

On page 3-1 7 of the report, the panel stated, “These studies as a collection have not provided sufficient data to allow for a sound analysis of the relative impact of repeated reading procedures on students at different grade levels” (NICHD, 2000a, p. 3-17). However, in the Implications section of the report, the panel concluded, “These procedures [guided repeated oral reading] help improve students’ reading ability, at least through grade 5, and they help improve the reading of students with learning problems much later than this” (NICHD, 2000a, p. 3-20).

Another focus of the research on fluency was the implications of encouraging students to read more. The panel found 14 studies that met its criteria. They determined that there were too few studies to perform a meta-analysis. Instead, a summary of each study was provided in the report. The subcommittee admits at the beginning of the report that “there are literally hundreds of studies that find that the best readers read the most and that poor readers read the least; they include the National Assessment for Educational Progress” (NICHD, 2000% p. 3-21). Because most of these studies were correlational, the panel concluded that there was not enough evidence to support the claim that those students who read more are more fluent readers (NICHD, 2000a).

2.4    Vocabulary

The NRP decided to study vocabulary instruction within the larger context of comprehension. The subcommittee performed a search for studies through ERIC and PsycINFO. The results yielded 197 studies that did not overlap. After removing studies that focused on English language learners, learning-disabled persons, or special populations, the panel “found no research on vocabulary that met the NRP criteria” (NICHD, 2000a, p. 4-17). A meta-analysis could not be performed because of this lack of information. The Results section described types of instructional methods and analyzed some of the studies that did not meet the criteria. The panel offered the following implications based on this analysis:

• Vocabulary instruction should be taught both directly and indirectly;
• Repetition and multiple exposures to vocabulary items are important;
• Learning in rich contexts is valuable for vocabulary learning;
• Vocabulary tasks should be restructured when necessary;
• Vocabulary learning should entail active engagement in learning tasks;
• Computer technology can be used to help teach vocabulary;
• Vocabulary can be acquired through incidental learning;
• How vocabulary is assessed and evaluated can have differential effects on instruction; and
• Dependence on a single vocabulary instruction method will not result in optimal learning. (NICHD, 2000a, p. 4-27)

2.5    Comprehension

Two other areas were examined under the umbrella of comprehension: (a) text comprehension instruction and (b) teacher preparation and comprehension strategies. For text comprehension instruction, a search was performed through ERIC and PsycINFO, revealing 203 studies that met the criteria. The panel, however, chose not to perform a meta-analysis of the studies because of the variety of methodologies and implementations used in the studies. A summary was given of several of the types of studies instead of the formal meta-analysis (NICHD, 2000a).

Teacher preparation and comprehension strategies were the last category studied by the comprehension subcommittee. A search of ERIC and PsycINFO revealed 453 articles on comprehension. Another 182 were added after a search for the terms teacher explanation and direct explanation. Only 4 studies met the final criteria for inclusion in the study. The criteria excluded English language learners and special-education students. A meta-analysis could not be performed because of the small number of studies (NICHD, 2000a). In the results section, the panel concluded that “teaching strategies for comprehension in normal children leads to increased awareness and use of the strategies, improved performance on commonly used comprehension measures, and sometimes higher scores on standardized tests of reading” (NICHD, 2000a, p. 4-126).

3      Criticisms

Critics allege that the NRP report (NICHD, 2000a) did not follow its own methodology, that its claims regarding results of the study were exaggerated, that there were inconsistencies in report findings, that there was an inadequate range of research, that there was various definitions of reading, that there was misrepresentation of the number  of studies used in the report, that there was a lack of internal consistency, that potential risks of the study were not reported, and that the report was flawed in terms of validity and reliability (Allington, 2002; Coles, 2002,2003; Garan, 2001a, 2001 by 2001 c, 2002; Krashen, 2001; Smith, 2003; Strauss, 2003; Yatvin, 2002).

A medical research model was selected by panel members to be used in the report. In this model, only experimental and quasiexperimental studies met the criterion of being scientifically research based. This type of model is typically used in the treatment of disease and not in research related to normal, healthy development. Only a small fraction of the studies in the field of reading research were used, in part because of the differences in educational research and medical research. In medical research, the participants are randomly selected and given treatment under a double-blind protocol. In this type of treatment, neither the participants nor the researcher knows who is getting the treatment and who is not. One can see why these conditions would not be possible in an educational setting. Also, in a medical research model, potential risks are examined during the process of the study. The panel did not list any risks associated with heavy phonics intervention.

Potential risks include taking the joy out of reading, therefore reducing intrinsic motivation to read. Heavy phonics instruction could also interfere with comprehension of the texts (NICHD, 2000a; Strauss, 2003; Yatvin, 2002). Although a meta-analysis was to be conducted for each section of the report, it was conducted only for the phonics, PA, and part of the fluency subcommittee reports (NICHD, 2000a). A large number of studies are required to perform a meta-analysis. The phonics report had only 38 studies, yet a meta-analysis was performed. The reliability was flawed because of the number of studies (too few) in the meta-analysis. The fluency subcommittee focused on two areas: repeated and guided repeated oral reading and encouraging students to read more. A meta-analysis was conducted in the area of repeated and guided repeated oral reading with 14 studies. In the area of encouraging students to read more, 14 studies were also found that met the panel’s criteria. However, a metaanalysis was not conducted (Garan, 2002). “The Panel’s concern was that the metaanalysis would be potentially misleading given the very limited data set that would be used for the analysis” (NICHD, 2000a, p. 3-24). Some panel members admitted to inability to follow the methodology in the full report (Garan, 2002; NICHD, 2000a).

The NRP failed to demonstrate that studies were checked for mutual compatibility and internal consistency in the meta-analysis (Strauss, 2003). Another accepted requirement of a meta-analysis is to have a blind review of the studies in the report. According to Yatvin (2000), a panel member, the sole reviewer of the phonics report was a researcher named Barbara Foorman. Four of Foorman’s studies were used in the phonics section of the report (Strauss, 2003; Yatvin, 2000).

In Resisting Reading Mandates: How to Triumph With the Truth, Garan (2002) uses the full NRP report (NICHD, 2000a) to refute claims made by the summary (NICHD, 2000b) documents and the video (NICHD, 2000~). One such claim in the summary document is that systematic phonics instruction improved “the ability of good readers to spell” (NICHD, 2000b, p. 10). The full report, however, states, “The effect size for spelling was not statistically different from zero. . . . [Phonics was] not more effective than other forms of instruction in producing growth in spelling” (NICHD, 2000a, p. 2-116). Garan (2002) claims that the report is “fatally flawed in terms of validity” (p. 57). Inaccuracy in reporting the findings of the phonics subsection has also been cited (Garan, 2001% 2001~)O. ne inaccuracy is in the number of studies (49) listed in the Appendix of the phonics subcommittee report as being included in the phonics metaanalysis.

This number is inconsistent with the 38 studies listed in the full report. The phonics report has also been criticized for using too few studies in the meta-analysis and using conceptually inconsistent dependent variables in the analysis. Most of the studies (76%) focused on isolated skills, whereas a smaller number (24%) focused on the application of those skills (comprehension). The term reading was never defined by the panel in the report. Therefore, discrete skills such as decoding were weighted equally with comprehension (Garan, 2001a,2001c).

In the studies that assessed the impact of phonics on authentic application, there were no statistically significant results. The results of the meta-analysis have been criticized for being misleading because most of the studies were performed on low-achieving and disabled readers in kindergarten and first grade. The results, however, are being generalized to normally developing readers in typical classrooms. Garan (200 1 a) points out that “typical U.S. classrooms include normally achieving students, high achieving students, and students with limited proficiency in English” (p. 503). Each of these categories was left out of the study. In order for the results to be generalized, the studies must have reflected a true subset of the population. The results of the study, therefore, cannot be generalized (Garan, 2001a, 2001c).

The panel has been criticized for using studies that compare one type of instruction versus no instruction instead of comparing two different types of instruction in the PA section of the report (Coles, 2001). “The meta-analysis is disingenuous in its design and statistical calculations when it pits instruction against no instruction and concludes that instruction had a substantial outcome” (Coles, 2001, p. 204). Very little attention is given to the influence of writing on a child’s ability to develop PA.

The fluency section of the report has been criticized for missing relevant studies and misinterpreting the studies it did include. Krashen (2001) reveals several sustained silent reading (SSR) studies that met the panel criteria but were unfortunately left out of the report. Students in SSR studies performed just as well as or better than control groups did in 35 out of 36 comparisons. One of the SSR studies included in the NRP report (NICHD, 2000a) lasted only a total of 14 hr over a 6-week period. This study showed a low effect size. In another study that showed no statistically significant difference between SSR and skills practice, the study of SSR lasted only 10 days. None of the SSR studies included in the report lasted for more than one year. Studies of SSR that do last for more than a year show more positive results (Krashen, 2002a). Susan Neuman, U.S. Assistant Secretary of Education at the time, shared her clear objection to the use of SSR during a speech given to the Reading Leadership Academy in 2002. Neuman (as cited in I Stevens, 2003) supported the use of direct instruction instead of facilitating reading growth through SSR.

Joanne Yatvin, one of the panel members, wrote a minority report on concerns that the panel members held the same view of reading. A skills-based approach, she purports, was adopted without debate (Yatvin, 2000). In contrast to the mechanistic paradigm of scientifically based research programs is a position paper by the National Association for the Education of Young Children (Bredekamp; 1987; Bredekamp & Copple, 1997). The position statement was created in response to Early Childhood programs that placed “undue emphasis on rote learning and whole-group instruction of narrowly defined academic skills at the expense of child-initiated activities, play, and projects” (Bredekamp & Copple, p. 35). Teachers should instead be concerned with three kinds of information: “(a) what is known about child development and learning, (b) what is known about the strengths, interests, and needs of the individual children in the group, and (c) knowledge of the social and cultural contexts in which children live” (Bredekamp & Copple, p. 36).

Criticisms should be considered carefully in light of the fact that the NRP report (NICHD, 2000a) served as the research base for the Reading First portion of the NCLB (200 1) legislation. According to Reading First mandates, only scientifically research based reading programs are approved for federal funding. In addition to a questionable research base, NCLB mandates have faced scrutiny on a number of issues: adequate yearly progress [AYP], assessment, choiceltransfer, consequences for schools, highly qualified teachers, supplemental services, and English language learners (Center on Educational Policy, 2005; Sunderman, Tracey, Kim, & Orfield, 2004). Students in Grades 3-8 must be tested annually in reading and mathematics according to NCLB (2001) legislation. States must also test students in these subject areas annually in Grades 10-12 in order to comply with previous testing mandates. Science testing requirements will be mandated beginning in the 2007-2008 school year. Students must be tested in science at least once in Grades 3-5, 6-9, and 10-12. Students with disabilities and English language learners are required to take the same tests that their peers take with few exceptions (Education Commission of the States, 2004).

According to the NCLB (2001) law, schools and districts are held accountable for AYP toward the ultimate goal of having 100% of students perform on the proficiency level on standardized tests by the 2013-2014 school year. Students must show progress in the subject areas of readingllanguage arts, science, and mathematics. All subgroups, including English language learners, students with low socioeconomic status, students with disabilities, and students of various racial and ethnic groups, must meet annual AYP goals. Students in chools that fail to make AYP for two consecutive years have the option of transferring to another school in their district. Schools that fail to make AYP for 3 consecutive years are required to provide supplemental services for students (Education Commission of the States, 2004; U.S. Department of Education, n.d.).

Researchers from Harvard University (Sunderman et al., 2004) recently conducted a study in order to explore teachers’ perceptions of NCLB (2001). Participants responded to a 100-item survey with a 5-point Likert scale. Responses ranged from strongly disagree to strongly agree. Two school districts were chosen to receive the survey in Fresno, CA, and Richmond, VA. The districts were chosen because of their locations in opposite ends of the country and because of the population of students they serve. One school district serves primarily Latino students, and one serves primarily African American students. The sample included 25 schools in Richmond and 30 schools in Fresno. In both school districts, 10 of the schools selected were making AYP, whereas the other schools were not. Participants returned 1,445 surveys, for a response rate of 77.4%.

Key findings of the study are as follows: (a) Teachers’ views of reform were consistent among schools that are identified as achieving AYP and those that are not. (b) Teachers believed that they set high standards and worked hard to achieve them prior to NCLB (2001) mandates. They welcomed accountability as long as it was a fair measure of student performance. (c) Teachers held a negative view of NCLB sanctions, believing that they would “unfairly reward and punish teachers” (Sunderman et al., 2004, p. 3).

They also held a negative opinion of labeling schools that did not make AYP. The participants held a more positive view of providing supplemental services but held a negative view of the option to transfer. (d) Participants who are currently teaching in schools that are considered in need of improvement plan to leave the school within the next 5 years. Teachers believed that NCLB sanctions might worsen the problem of getting teachers to stay in schools that need improvement for longer periods. (e) Teachers in the study did not believe that NCLB testing requirements would improve the curriculum. Instead, the requirements changed their teaching practices by causing them to ignore some parts of the curriculum and to focus in excess on areas that would be tested. (f) Prior to NCLB mandates, some reform efforts were already under way. Participants reported that NCLB disrupted the progress that was being made by these reforms. (g) There are several ways to improve student performance and meet standards, according to the participants: They need resources aligned with state standards, time to collaborate with colleagues, small class sizes, experienced administrators, experienced teachers, involved parents, and public recognition for improving student performance (Sunderman et al.).

The Center on Educational Policy (2005) released its report on Year 3 of the NCLB (2001) mandates. The report, entitled From the Capital to the Classroom; Year 3 of the No Child Left Behind Act, released key findings on NCLB implementation. The sample for the study included 3 14 school districts from 49 states. Case studies were performed on 37 schools and 36 school districts. Special analyses of NCLB issues and forums were also included in the report. Some of the positive findings in the report area as follows: (a) State test scores are rising, (b) there is a greater focus on students in lower achieving groups, (c) test score data are being used to drive curriculum decisions and instruction, (d) struggling students are receiving extra instruction, (e) the number of highly qualified teachers is on the rise, and (0 collaboration has increased between special education teachers and classroom teachers (Center on Educational Policy).

The study also reports negative aspects of NCLB mandates. According to those reports, states are frustrated with testing requirements for those students with disabilities and students learning English, and the fairness of the approach to determining AYP is questioned by state and local officials. In particular, the goal of attaining 100% proficiency for all students by 2014 is unrealistic. States report that they do not have the funding or adequate amount of staff needed to help students who do not perform well on tests. The quality of tutoring-service providers is also not monitored adequately (Center on Educational Policy, 2005).

According to the report, over 6,000, or 13%, of Title I schools are designated as “in need of improvement” (Center on Education Policy, 2005, p. vi). These schools are often concentrated in urban areas within large school districts. States reported conflicts between NCLB (2001) mandates for testing and accountability measures in place before the federal legislation. It has also been difficult for states to get test scores back in time to report AYP before the beginning of the school year (Center on Educational Policy).

One of the greatest implementation challenges reported in the survey was accountability measures for English language learners and students with disabilities. Under NCLB (2001) regulations, these subgroups are required to take the same tests that their peers take, a task local and state officials call “unfair, unrealistic, inappropriate, or instructionally meaningless” (Center on Educational Policy, 2005, p. viii). These mandates are often in conflict with goals of individualized education plans (IEPs) under the Individuals with Disabilities Act (1997). Several districts reported, however, that the mandates did have positive effects in encouraging more inclusive approaches for students with disabilities (Center on Educational Policy).

Funding is another serious problem for states and districts. Costs associated with NCLB (2001) mandates are higher than the funding provided through the law is. Examples of funding requirements include providing supplementary services to students below grade level, training teachers to meet requirements to be considered “highly qualified,” and collecting and analyzing data. Although costs have increased, districts and states report receiving fewer Title I funds this school year (2004-2005) than last (Center on Educational Policy, 2005).

The National Education Association (NEA) has been active in lobbying for revisions to NCLB (2001). Lack of funding for NCLB mandates is a major complaint. This organization of teachers which has 2.7 million members, recently filed a lawsuit against the federal government for falling short on funding promises (Keller & Sack, 2004). Reg Weaver, President of NEA, remarked, “Today we’re standing up for children, whose parents are saying, ‘No more’ to costly federal regulations that drain money from classrooms and spend it on paperwork, bureaucracy and big testing companies” (NEA, 2005, p. 1). The NEA purports that there is a $27 billion shortfall in funding promised to fulfil NCLB regulations. Congress passed a budget in April 2005 that cuts education funding a net total of $130 million (NEA).

4      Paradigms

Every teacher has a view of reading rooted in a paradigm. Paradigms related to the instruction of reading have long been in the political spotlight. In 1985, the federally commissioned report Becoming a Nation of Readers: The Report of the Commission on Reading was released (Anderson, Hiebert, Scott, & Wilkinson, 1985). This report favored the role of heavy phonics instruction in learning to read. Other reports on the role of phonics instruction were also commissioned by the government, such as Beginning to Read: Thinking and Learning About Print (Adams, 1990) and Preventing Reading Difficulties in Young Children (Snow, Burns, & Griffin, 1998). The NFU? report (NICHD, 2000a) is only the most recent attempt to settle the issue of “what works” in reading instruction. Instead of decisively ending the war on reading, however, these reports only fueled the debate.

Paradigms are worldviews. They are a general model of mankind; by definition, they are neither true nor false but are a way to interpret the world (Aldridge et al., 1998). The assumptions that we make about the way children learn are determined by these paradigms (Kuhn, 1962). Reese and Overton (1970) explained three philosophical models: mechanistic, organismic, and contextual (Lerner, 2002). Each of these paradigms will be discussed.

Humans are viewed as machines in the mechanistic paradigm. In a machine, all pieces work together in a sequential manner when a force is applied. Children are passive until an environmental or genetic force causes action. The whole is viewed as the sum of its parts (Lerner, 2002). Applied to reading instruction, this paradigm would favor heavy phonics instruction (Reese & Overton, 1970).

The organismic model adopts a gestalt view that the whole is greater than the sum of its parts. Something new is created when the parts come together that cannot simply be reduced to its parts again. Humans are viewed as growing plants in this model. Children are active participants in learning, constructing new knowledge about their world instead of only reacting to it (Lerner, 20021. Whole-language advocates or constructivist teachers would subscribe to this paradigm (Reese & Overton, 1970).

In the contextual model, humans are viewed as complex social beings. The world is dynamic, constantly changing. The metaphor for this model is the historic event in the respect that every behavior or incident in the present is a historic event (Lerner, 2002; Pepper, 1942).

Although there may be some overlap among these paradigms, the assumptions made in each cause polarization in reading debates that have raged over the last century (Chall, 1967, 1989; Dahl& Freppon, 1995). Theoretical orientations to reading instruction associated with these paradigms will be explored. These theories include whole language, skills, and phonics orientations to reading (DeFord, 1985).

4.1    Phonics

Advocates of heavy phonics instruction prefer the “bottom-up” approach to reading instruction (Krashen, 2002b; Vacca et al., 2005). Teachers focus directed instruction with students on first learning the letters of the alphabet, letter sounds, and letter/sound correspondences. Students next learn syllables and learn to blend sounds together to produce words. After learning to decode words, students focus on fluently reading phrases, sentences, paragraphs, and whole texts with speed and accuracy. Comprehension is said to be a product of fluently reading words that are already in a child’s vocabulary (Kameenui, 2002; Williams, 2003). The number of words read per minute is said to be an indicator of future growth in comprehension. Kameenui believes that the goal for reading by the end of the third grade should be the ability to decode a minimum of 120 words per minute. Research purporting the efficacy of this model may be found in the phonics and PA sections of the NRP report (NICHD, 2000a).

4.2    Skills

Teachers who hold a skills orientation to reading instruction place a heavy emphasis on sight word memorization. The words are often introduced in context and then practiced. Although less systematically than phonics instruction, teachipg of vowels sounds is also done. Word attack skills such as root words or compound words are taught in a sequential manner (DeFord, 1985). The learning of reading skills is viewed as essential for beginning readers. Each skill must be mastered before the child moves to the next one. A teacher’s role in this orientation is to find weaknesses in a child’s reading ability and provide direct instruction and time for the child to practice the skill. Reinforcement and drill are important for children to “overlearn” skills, making them a habit (Vacca et al., 2005). The quality of literature used with students depends on the quantity of vocabulary words students know. Some beliefs and practices of teachers having the skills orientation overlap those of teachers with phonics and whole-language orientations (DeFord, 1985).

4.3    Whole Language

Ken Goodman is credited with the creation of the whole-language movement in the late 1960s (Goodman, 1967; Williams, 2003). However, Goodman (as cited in Padak, 2000) recently remarked, “I didn’t found whole language, whole language found me” (p. 6). He credits instead the grassroots efforts of many teachers in this nation and around the world for their classroom discoveries and practices that led to the movement (Goodman, as cited in Padak).

This approach to teaching reading is labeled interactive (Flood, 1984; Weaver, 1988). It emphasizes reading quality literature and the role of comprehension in learning to read (Vacca et al., 2005). Students are said to learn to read through the act of reading (Allington, 2001 ; Goodman, 1982; Krashen, 2002b; Smith, 1994). Writing, reading, speaking, and listening experiences are created in meaningful ways by the teacher and students throughout the day in a whole-language classroom. Through the act of reading, students learn phonics, grammar, vocabulary and spelling. Skills do not have to be learned in a systematic progression but are learned when they are needed for a child to make sense out of the literature helshe is reading (Krashen, 2002b; Vacca et al.).

Instead of simply decoding words, students are taught to look at syntactic and semantic cues to determine a word’s meaning in the sentence. Good readers constantly make predictions based on their knowledge of syntax, the world, and other literature they have read (Goodman, 1982; Krashen, 1999; Smith, 1994). All learning takes place in authentic, natural settings (Goodman, 1982, 1998; Goodman et al., 199 1 ; Smith, 1994, 2003).

To whole-language advocates, reading is not just a skill to be mastered; it carries much more aesthetic importance. “The term ‘whole language’ does not refer only to providing interesting comprehensible texts and helping children understand less comprehensible texts. It involves instilling a love of literature, problem solving and critical thinking, collaboration, authenticity, personalized learning, and much more” (Krashen, 2002b, p. 32). A love for literature was evident in the Manning, Manning, and Long (1989) study findings. Nine out of 11 students in whole-language classrooms could name a favourite children’s author by the end of second grade, although none of the students taught in skills-based classrooms could do so. Comprehension was also found to be significantly higher with children in whole-language classrooms (Manning et al.).

Manning and Kamii (2000) found that children construct hypotheses about language and use these hypotheses in their reading and writing. This research was consistent with previous work by Ferreiro and Teberosky (1 982) conducted with Spanish-speaking students. The study had 38 participants, all 5 years old. Nineteen of the students were Caucasian, and 19 were African American. Researchers conducted the study on two kindergarten classes at the same school. One teacher identified herself as being a phonics teacher, and the other identified herself as being a whole-language teacher. Worksheets, blending activities, and flash cards were used by the self-identified phonics teacher. The whole-language teacher taught phonics also but in context. She used journal writing, songs, shared reading, and shared writing activities to focus on phonics instruction. Interviews were conducted with students from each classroom during five 2-month intervals.

Writing and reading tasks were conducted and then assessed for placement in levels. The phonics and whole-language groups were then compared. Results of the study indicate that the whole language group advanced further than the phonics group did. The phonics group actually showed regression and confusion on some tasks (Manning & Karnii).

A study by Ketner, Smith, and Parnell(1997) examined the alignment between the conceptual foundation of whole language and developmentally appropriate practices. The study was conducted in a midwestern suburb. Teachers in grades K-3 were randomly selected to participate in the study. Seventy-one out of 156 teachers returned the surveys. Of the surveys returned, 66 were usable. Two instruments were used in the study, the Theoretical Orientation to Reading Profile (TOW; DeFord, 1985) and the Primary  Teacher Questionnaire (PTQ).

The researchers’ findings were consistent with those of other studies using DeFord’s (1985) TOW (Pesce, 1990; Troyer & Yopp, 1990). Teachers with more diverse experience and professional development were more likely to endorse the whole language approach. Teachers with less experience favored phonics-based approaches to reading (DeFord, 1985; Levande, 1990). One exception was recently graduated teachers who favored whole language. Teachers with higher degrees also favored whole language (Ketner et al., 1997; Pesce; Troyer & Yopp). Ketner et al. found a strong correlation between developmentally appropriate practices and whole-language orientation to reading instruction.

5      Conclusion

With the reading wars only increased by federal intervention, more polarization has occurred. Studies should be performed to understand the complex decisions teachers face in planning and guiding reading instruction.  

 

About the Author

The Reading Teacher’s Plan Book Guided Reading for Advanced Weeks

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Reading – Black Leather $179.99 These thigh high boots from Guess are sure to take your fashion to the next level. Reading brings you a black leather over the knee boot with a reasonable, 3 inch heel and a slightly pointed toe. A zipper up the side and stud details at the calf complete these thigh high boots.

Reading Train Rug $260.29 Manufactured by Joy Carpets. Hop aboard the Reading Train[c] and explore the boxcars loaded with alphabet fun. This colorful rug will provide the perfect spot to gather your children for reading and relaxing. Lifetime Limited Wear Warranty – Surface pile abrasion wear guaranteed not to exceed 10%. Lifetime Patented Anti-Microbial Protection – helps reduce allergens with proper maintenance and is FDA and EPA approved. Permanent Anti-Static High-Density Fiber. 100% Nylon prevents matting and crushing. Class I flammability rating. Soil and stain protection. Flexible ActionBac[c] Backing resists wrinkling and lies flat. Bound and double-stitched serging for maxium durability.

Reading Glasses(Pack of 300) $5.99 Stylish reading glasses with plastic frame Assorted Powers Assorted Colors Cheetah Reader Wear brand Individually wrapped and labeled.

10 Ct. Teacher’s Desk Incentive Bookmark(Pack of 30) $3.99 10 Count Teacher’s Desk Incentive Bookmark. Assortment contains variety of incentive bookmarks.

Proust and the Squid: The Story and Science of the Reading Brain $23.07 This ambitious and provocative new book offers an impassioned look at reading….

Edun – Teacher Tank (White) – Apparel $58 Zappos.com is proud to offer the Edun – Teacher Tank (White) – Apparel: Founded by Ali Hewson and Bono in 2005, EDUN is a for-profit business with the aim of creating a global fashion brand, making beautiful clothing whilst committing to developing trade with Africa and encouraging others to do the same. ; Forge ahead to the fashionable future in this globally conscious EDUN tank. ; Classic cotton tank boasts a feminine, fitted silhouette. ; Banding finished the neckline and armholes. ; Artisan graphic print enlivens the front. ; Straight hem. ; Sporty racerback. ; 100% cotton. ; Machine wash cold, tumble dry low. ; Made in Uganda. ; Length: 24 in ; Product measurements were taken using size SM. Please note that measurements may vary by size.

Cyber Acoustics RL-6 Reading Light – LED – CR2032 $21.11 RL-6 LED READING LIGHT FOR EREADERS 2LIGHT LEVEL SECURE CLAMP

Reader Rabbit Personalized Reading 4-6 Deluxe $9.99 A great program for children ages 4-6 to build reading confidence! Take a giant step towards fostering a lifelong love of stories, reading, and language.

Assorted Plastic Reading Glasses With Display(Pack of 360) $3.35 Assorted Plastic Reading Glasses With Display. Great quality glossy finish cardboard floor display preloaded with metal and plastic reading glasses.

Thin Line Reading Glasses(Pack of 288) $2.99 Thin Line Reading Glasses in counter display. Includes 4 displays with 72 wholesale bulk cheap discount reading glasses each.

Reading Glasses – Purple(Pack of 144) $1.99 12 dozen to a case, assorted magnifications colored plastic frames with hard plastic lens reading glasses. Reading strengths are +1.00, 1.50, 2.00, 2.50, 3.00 and 3.50. Each comes individually wrapped in a poly bag with its own UPC code tag for easy rack

Canopy for Reading Center(Pack of 1) $270.85 Canopy for Reading Center. The perfect accessory for the Sit and Store Reading Center. Brightly colored cotton canvas with scalloped front. Includes acrylic-framed side-window cutouts. Adult assembly required. Ages 3+. Made Of: Cotton canvas.

Reading Blaster Ages 4 – 6 $12.49 Dive into an ocean of reading fun with G.C. and Max Blaster! Discover an undersea world of adventure as you learn about letters, sounds, spelling, phonics, stories, and more!

Teacher Shelf Storage – Open $460.36 Two adjustable and 2 fixed shelves work great for those large bulky items. Perfect for where more storage is needed.

Teacher Shelf Storage – with Doors $531.87 Two adjustable and 2 fixed shelves work great for those large bulky items. Perfect for where more storage is needed.

Teacher Storage Filer $171.59 Manufactured by Childs Play. Store teaching supplies as well as big books in this unit. Unit measures 30W x 14D x 22H.

Deluxe Teacher Tote All $29.99 The unfolding crate on wheels! Sets up in seconds. Tote books supplies and files between car and classroom. Holds up to 75 lbs. Large capacity loading box is 13 3/4H x 15 3/4W x 14 1/2D. Sturdy extendible easy-grip aluminum handle. Attached security strap keeps bulky items in place. For adult use.

Fiskars 8 Teacher’s Scissors $10.99 Handles are offset for easy cutting of cardboard paper fabric tape film and many other materials on flat surfaces. Right-handed use. Lifetime warranty. Adult use only. Scissors are sharp. Care should be taken when cutting or handling scissors. For information on scissor safety and use visit: http://www.discountschoolsupply.com/Community/landing.aspx?campaignid=7

Teacher’s Comfort Grip Scissors $3.99 Scissors teachers can hold on to! Cut paper cardboard fabric and foam with ease. Extra-strong scissors are easy on hands especially for extensive cutting projects. 8 1/2 stainless steel blades. Adult use only.

Teacher’s Storage Cabinet $571.8 Sturdy birch storage unit with 4 shelves and 3 drawers.

Teacher’s Folding Magnifier $8.99 This plastic self-standing large folding magnifier features optical-quality glass.

Teacher’s Bent Trimmer Scissors $2.99 8 1/2 lightweight plastic bent handle precision cut stainless steel blade with blunt tip. Scissors are sharp. Care should be taken when cutting or handling scissors. Adult use only. For information on scissor safety and use visit:http://www.discountschoolsupply.com/Community/landing.aspx?campaignid=7

Colorations Fabric Teacher’s Apron $7.99 Our Colorations apron will keep you clean in style! Two generous front pockets for convenience. 100% Heavy Duty Cotton. Measures 33 1/2 L.

Reading Nook – Single Unit $209.99 Perfect for group reading time or just hanging out! These comfortable seats let you set up play and learning areas wherever you like. Made of strong Baltic birch and polyurethane foam with an easy to clean expanded vinyl covering. Each unit is 24W x 29D x 18H. Ready to assemble. Purchase individually or as a set of 5.

Reading Nook – Set of 5 $999.99 Perfect for group reading time or just hanging out! These comfortable seats let you set up play and learning areas wherever you like. Made of strong Baltic birch and polyurethane foam with an easy to clean expanded vinyl covering. Each unit is 24W x 29D x 18H. Ready to assemble. Purchase individually or a set of 5.

Lorus Pink Time Teacher Alarm Clock $12.99 General information: Mains powered. Batteries required 1 x AA (included). EAN/MPN/UPC/ISBN: 4517228701832. Snooze function. Alarm. Sweeping second hand. Analogue display with backlight. Pink. Time teacher dial to help with learning the time. By Lorus.

Lorus Blue Time Teacher Alarm Clock $12.99 General information: Mains powered. EAN/MPN/UPC/ISBN: 4517228701689. Batteries required 1 x AA (included). Time teacher dial to help with learning the time. Blue. Sweeping second hand. Analogue display with backlight. Snooze function. Alarm. By Lorus.

Santa Hat/Mom/Dad/Teacher(Pack of 48) $4.45 Mom, Dad and teacher's can show their holiday spirit with these festive Santa Claus hats. Each hat is made of red and white felt with a fuzzy ball attached at the ends. Hats have the words "Best Mom", "Best Dad" or "Best Teac

Teacher’s Stationery Supplies Display(Pack of 164) $2.99 Teacher’s Stationery Supplies Display. Master carton size 32″ x 20.25″ x 3.75″ – 20 room decorations, 4 punch out letters, 4 alphabet charts, 12 wall borders, 10 bookmarks, 24 foil star stickers, 24 holographic stickers, 10 reward certificates, 10 additio

Don’t Tell the Teacher $10.86 Family, teachers, pupils, and the dreaded school inspector all leap to life in this wonderfully warm and witty audio poetry collection….

Reading Glasses 1.75 Power Frame Size: R184 – 1 Ea $11.7 Reading Glasses 1.75 Power Frame Size: R184.

Reading Glasses 3.00 Power Frame Size: R042 – 1 Ea $10.8 Reading Glasses 3.00 Power Frame Size: R042.

Reading Glasses 3.00 Power Frame Size: R184 – 1 Ea $10.8 Reading Glasses 3.00 Power Frame Size: R184.

Reading Glasses 1.50 Power Frame Size: R184 – 1 Ea $10.79 Reading Glasses 1.50 Power Frame Size: R184.

Reading Glasses 2.50 power Frame Size: R042 – 1 Ea $10.8 Reading Glasses 2.50 Power Frame Size: R042.

Reading Glasses 2.00 Power Frame Size: R042 – 1 Ea $10.8 Reading Glasses 2.00 Power Frame Size: R042.

Reading Glasses 2.25 power Frame Size: R184 – 1 Ea $10.79 Reading Glasses 2.00 power Frame Size: R184.

Reading Glasses 1.25 Power Frame Size: R184 – 1 Ea $10.8 Reading Glasses 1.25 Power Frame Size: R184.

Reading Glasses 2.75 Power Frame Size: R042 – 1 Ea $10.79 Reading Glasses 2.75 Power Frame Size: R042.

Reading Glasses 2.75 Power Frame Size: R184 – 1 Ea $10.8 Reading Glasses 2.75 Power Frame Size: R184.

Ace Any Test $98.79 New – The perfect antidote to test stress, this guide walks students through successful test preparation, including reading for maximum retention, researching the teacher’s test-giving history, and “psyching up” for test day”.

Ace Any Test $3 New – The perfect antidote to test stress, this guide walks students through successful test preparation, including reading for maximum retention, researching the teacher’s test-giving history, and “psyching up” for test day”.

New Directions in Reading-Passages-Teacher’s Guide $0.99 Used

Teacher’s Guide Grade 6, Celebrate Reading! $0.99 Used

Teaching English, Language and Literacy $34.95 ‘The book is comprehensive, up-to-date, critical and authoritative. It is also, above all, well written. It will undoubtedly become standard reading for the next generation of teachers in training and practising teachers will also learn a great deal from dipping into its contents.’ David Wray, Professor of Literacy Education, University of WarwickAre you looking for one book that covers every aspect of the teaching of English at primary level?This fully updated second edition of Teaching English, Language and Literacy is an essential introduction for anyone learning to teach English at primary school level. Designed for students on initial teacher training courses, but also of great use to those teachers wanting to keep pace with the latest developments in their specialist subject. The book covers the theory and practice of teaching English, language and literacy and includes comprehensive analysis of the Primary National Strategy (PNS) Literacy Framework.Each chapter has a specific glossary to explain terms and gives suggestions for further reading. This second edition covers key areas that students, teachers and English co-ordinators have to manage, and includes advice on:developing reading, including advice on choosing texts, and the role of phonicsimproving writing skills, including advice on grammar and punctuationplanning and assessing speaking and listening lessonsworking effectively with pupils who are multilingualunderstanding historical developments in thesubjectthe latest thinking in educational policy and practice, the use of multimediamaintaining good home-school links.gender and the teaching of English language and

The Earth Does Not Belong to Man Year 6, 6x Reader 17 and Teacher’s Book 17 $146.43 Used – * Specifically designed to be the right length and at the right level for guided reading and writhing sessions. * Each book is divided into three sections for three different reading levels. * Differences in readability are not obvious to children and books simply look like anthologies. * Teacher’s Notes emphasise the partnership between reading and writing. * Texts are written and selected to fulfil term-by-term NLS teaching objectives. * QCA topic links in many books. * An impressive a

UnWorkbook: Creative Reading, Grade 1 $7.61 This book is a way to get students moving, making, and exploring as they learn essential reading skills and strategies. Includes teacher resource pages with activity suggestions, as well as student pages with hands-on projects drawing from brain-compatible research.

UnWorkbook: Creative Reading, Grade 2 $4.8 This book is a way to get students moving, making, and exploring as they learn essential reading skills and strategies. Includes teacher resource pages with activity suggestions, as well as student pages with hands-on projects drawing from brain-compatible research.

What More Is Literacy? the Language of Secondary Preservice Teachers about Reading and Content. $116.81 New – Reform in the fields of adolescent and content area literacy have focused on broadening a definition of literacy beyond the ability to read and write. In a broader definition the language processes of reading, writing, speaking and listening become literacy tools to engage students in the learning of concepts and afford the learner ways to communicate ideas. This qualitative teacher research examined secondary preservice content area teachers’ language and thinking about reading, content,

# Sports Tweet Book01 $19.95 The name Ronnie Lott screams toughness and excellence. As a ten-time Pro Bowl selection and a first-ballot Hall of Famer, Ronnie is one of the most respected figures in professional sports. Add his four Super Bowl rings with the San Francisco 49ers to what was arguably his best season, leading the NFL in interceptions with the Oakland Raiders, and you’ve heard only part of the story. Off the field, Lott is known as a tireless advocate for children. His nonprofit, All Stars Helping Kids, has raised millions of dollars to improve the lives of at-risk young people. Even more, Ronnie is a coach and catalyst for other athletes who have a heart for making their communities a better place. In football and in life, Ronnie will forever be known as one of the hardest hitters of all time. When you collide with Ronnie Lott, you feel the impact.In “SPORTStweet: What I Learned from Coaches About Sports and Life,” football legend Ronnie Lott has thrown open the doors to the secrets that made him the toughest defensive back of all time and unearths his driving motivations in short, readable profiles from his days before, during, and after the NFL.Get behind the scenes to see the synergy between Lott, Montana, and Rice, and sneak a taste of the coaching geniuses that made the 49ers and the USC Trojans iconic sports dynasties. Get personal with Ronnie as he reflects on life and relationships and get pumped up by his inspirational words.”If you can just get in the periphery of greatness,” writes Lott, “some of it is bound to rub off on you.” This book gets you close to a champion. It shows you the heart of greatness–the heart behind the hit!”#SPORTStweet” is a treasure-trove for every athlete, coach, student, teacher, and parent. After reading this book, sport-lovers of every age will be inspired, informed, entertained, and even changed by the influence of Ronnie’s brief but power-packed words. Like a hit from Ronnie Lott, this book will get your

”I’m not a big word fan”: An exploratory study of ninth-graders’ language use in the context of word consciousness-oriented vocabulary instruction. $49.99 In this instrumental case study (Stake, 2005), I explored students’ construction of literate identities against the backdrop of word consciousness-oriented (Scott, Skobel, & Wells, 2008; Scott & Nagy, 2004; Stahl & Nagy, 2006) vocabulary instruction in their ninth-grade English class. In particular, I examined how the two focal participants’ identity construction influenced their positioning of themselves as vocabulary experts within and outside their ninth-grade English class. Data collection included 29 interviews with 10 student participants; 8 interviews with the classroom teacher; and 36 hours of classroom observations over four months. Analyses of the data suggested that the focal participants took important strides toward ownership (Stahl & Nagy, 2006) of the vocabulary they encountered during the study and during their reading outside of school, but that their willingness to position themselves as vocabulary experts appeared to be influenced by the local, institutional, and societal contexts (Fairclough, 1995) of their lives. Specifically, Matt demonstrated expertise in the local and institutional contexts, but accepted the position of “the dumb one” assigned to him by the people in his societal context. Beth declined to demonstrate her vocabulary expertise in the institutional context, but reveled in her power in the societal context. These data suggest that, as researchers investigate how to bring what we know about effective vocabulary instruction in the earlier grades to secondary settings, we must include consideration of the complexity of adolescent identity. We must attend to the complex interplay between literate practice and identity construction, especially for young people living in the “inbetween space” (Moje, 2002) of adolescence. If students in our classrooms are going to take up the agentive positions offered by a word consciousness-approach (Scott, Skobel, & Wells, 2008), teacher educators must ensure that pre- and in-service teachers are

”I’m not a big word fan”: An exploratory study of ninth-graders’ language use in the context of word consciousness-oriented vocabulary instruction. $49.99 In this instrumental case study (Stake, 2005), I explored students’ construction of literate identities against the backdrop of word consciousness-oriented (Scott, Skobel, & Wells, 2008; Scott & Nagy, 2004; Stahl & Nagy, 2006) vocabulary instruction in their ninth-grade English class. In particular, I examined how the two focal participants’ identity construction influenced their positioning of themselves as vocabulary experts within and outside their ninth-grade English class. Data collection included 29 interviews with 10 student participants; 8 interviews with the classroom teacher; and 36 hours of classroom observations over four months. Analyses of the data suggested that the focal participants took important strides toward ownership (Stahl & Nagy, 2006) of the vocabulary they encountered during the study and during their reading outside of school, but that their willingness to position themselves as vocabulary experts appeared to be influenced by the local, institutional, and societal contexts (Fairclough, 1995) of their lives. Specifically, Matt demonstrated expertise in the local and institutional contexts, but accepted the position of “the dumb one” assigned to him by the people in his societal context. Beth declined to demonstrate her vocabulary expertise in the institutional context, but reveled in her power in the societal context. These data suggest that, as researchers investigate how to bring what we know about effective vocabulary instruction in the earlier grades to secondary settings, we must include consideration of the complexity of adolescent identity. We must attend to the complex interplay between literate practice and identity construction, especially for young people living in the “inbetween space” (Moje, 2002) of adolescence. If students in our classrooms are going to take up the agentive positions offered by a word consciousness-approach (Scott, Skobel, & Wells, 2008), teacher educators must ensure that pre- and in-service teachers are

”What helps us improve?”: Sixteen high school seniors’ perceptions of their growth as writers. $49.99 Writing plays an important role in academic learning, career success, and personal enlightenment. However, because of the complex nature of writing and the competing demands on English teachers’ time and attention, teaching writing is no easy task. And while a growing body of research has explored various methods for teaching writing, few studies have examined effective writing instruction from the student’s perspective. Accordingly, the purpose of this study was to ascertain what sixteen high school seniors deemed beneficial in their development as writers. During in-depth interviews, I invited participants to peruse their high school writing portfolios and discuss how their various writing experiences affected their writing skills. The students identified four primary factors in their growth as writers: (1) audience feedback, which included teacher comments, peer feedback, teacher-student conferences, and parental/external review; (2) experience with the writing process, which included experience in general, experience with grammar in context, and experience with self-analysis; (3) reading, which included reading in general and reading model texts; and (4) motivation to write, which included student interest, freedom of choice, connections between writing and other art forms, and self-efficacy for writing.

”What helps us improve?”: Sixteen high school seniors’ perceptions of their growth as writers. $49.99 Writing plays an important role in academic learning, career success, and personal enlightenment. However, because of the complex nature of writing and the competing demands on English teachers’ time and attention, teaching writing is no easy task. And while a growing body of research has explored various methods for teaching writing, few studies have examined effective writing instruction from the student’s perspective. Accordingly, the purpose of this study was to ascertain what sixteen high school seniors deemed beneficial in their development as writers. During in-depth interviews, I invited participants to peruse their high school writing portfolios and discuss how their various writing experiences affected their writing skills. The students identified four primary factors in their growth as writers: (1) audience feedback, which included teacher comments, peer feedback, teacher-student conferences, and parental/external review; (2) experience with the writing process, which included experience in general, experience with grammar in context, and experience with self-analysis; (3) reading, which included reading in general and reading model texts; and (4) motivation to write, which included student interest, freedom of choice, connections between writing and other art forms, and self-efficacy for writing.

..And This Is My Adopted Daughter $17.99 By Marie BergerISBN: 978-1-84747-189-5Published: 2007Pages: 184Key Themes: DescriptionThis emotional turbulent and poignant book tells the story of Marie Berger’s dicovery that she was adopted. Marie only discovered this fact when her mother passed away and she cuaght a glimpse of hert birth certificate. The book decribes Marie’s childhood and chronicles how she felt in finding that she was adopted. This is an intensely moving and excellently written book.About the AuthorMarie Berger was born in May 1945 in Reading, Berkshire. She trained to become a teacher and is also a qualified masseuse. She is now an author by profession and lives with her husband and her children in Lincoln. She is fond of travelling, foreign languages, pastel drawing and of course her writing.Book ExtractOn the doormat is a letter. I pick it up. I don’t recognise the handwriting. It’s postmarked New York, United States of America.I only know of one person who lives there. And it couldn’t possibly be from her.could it?Feverishly I tear open the envelope, unfold the notepaper.My mind’s in a whirl. It’s impossible to take in the words. They swim across my line of vision. The bits I manage to read here and there don’t make sense.I don’t know how long I’ve been standing here mesmerised. My mind’s blank. The neat script is dancing before my eyes.This can’t be happening. It must be a dream.I blink rapidly, shake my head, and try to focus on reality. But there’s no way I can get a grip on myself standing like a zombie here in the hallway. I must get out.I put on my coat, wanderbewildered into the first café I come to. I sit in a corner, order a coffee, sip the hot liquid. I can’t stop shivering.I hold my breath, force myself to start at the beginning, concentrate on each word. I begin to read.Dear Marie Teresa,I really don’t know how to begin.

1 & 2 Thessalonians, 1 & 2 Timothy and Titus: Jesus Grows His Church: A Meditative Commentary on the New Testament $5.99 Used – Jesus built His world wide church and nurtured it throughout the first century. This meditative commentary shows many of the ways Christ did this and the blessings it presents to us, today. Do you want a deeper, more fulfilling way of Bible study? Do you want to know God through Scripture — not just to know the teachings, but to have a relationship with the Teacher? Perhaps you want to begin daily Bible reading, but need guidance. Or you need a guide for family Bible study. Or your small

1 & 2 Thessalonians, 1 & 2 Timothy and Titus: Jesus Grows His Church: A Meditative Commentary on the New Testament $12.35 New – Jesus built His world wide church and nurtured it throughout the first century. This meditative commentary shows many of the ways Christ did this and the blessings it presents to us, today. Do you want a deeper, more fulfilling way of Bible study? Do you want to know God through Scripture — not just to know the teachings, but to have a relationship with the Teacher? Perhaps you want to begin daily Bible reading, but need guidance. Or you need a guide for family Bible study. Or your small

1, 2, 3 off to the Sea!: Small Book $10.99 Used – *Specifically written and designed to match the NLS term-by-term requirements. *Highly visible text for shared reading. *Memorable texts by top authors with stunning illustrations. *National Curriculum and OCA topic links in many books. *Teacher’s Notes in every book provided ideas for class and group work.

10 Experiments Your Teacher Never Told You About $5.99 Used – Raintree are delighted to announce the publication of “Fusion”, our new high-interest range designed to appeal to less able readers. The series has an interest level of 9 to 11 years and a reading age of 7 plus. Why choose “Raintree Fusion”? In this series, each book delivers a curriculum requirement or key topic so that less able readers can cover the same ground as their peers. It provides a genuinely fascinating content and a carefully-levelled text that means every child will find a b

10 Experiments Your Teacher Never Told You About $16.8 Used – Raintree are delighted to announce the publication of “Fusion”, our new high-interest range designed to appeal to less able readers. The series has an interest level of 9 to 11 years and a reading age of 7+. Why choose “Raintree Fusion”? Each book delivers a curriculum requirement or key topic so that less able readers can cover the same ground as their peers; genuinely fascinating content and carefully-levelled text means every child will find a book they want to read and can read; and f

10 Experiments Your Teacher Never Told You About $13.6 New – Raintree are delighted to announce the publication of “Fusion”, our new high-interest range designed to appeal to less able readers. The series has an interest level of 9 to 11 years and a reading age of 7 plus. Why choose “Raintree Fusion”? In this series, each book delivers a curriculum requirement or key topic so that less able readers can cover the same ground as their peers. It provides a genuinely fascinating content and a carefully-levelled text that means every child will find a bo

10 Experiments Your Teacher Never Told You about: Gravity $5.37 Used – Blackout! Castle Under Siege! Wackiest Machines Ever! These books take an exciting new approach to physical science curriculum topics, including materials and their properties, simple machines, energy, forces and motion, electricity, sound and light, and gravity. Raintree Fusion is high-interest nonfiction aligned with curriculum, at a reading level accessible to struggling readers.

10 Teachers’ Viewpoints on Suzuki Piano $24.95 This book offers a rare opportunity for teachers to benefit from the knowledge and experience of ten master teachers. In his or her own words, each contributor discusses the Suzuki philosophy and how it can best be put into practice. The subject is addressed in a logical fashion, moving from the theoretical to the practical, with contributors’ ideas set out so that readers will find a range of opinions on any particular aspect of the method grouped together. 10 Teacher’s Viewpoints on Suzuki Piano covers issues of interest to all piano teachers, such as the importance of listening and review, supplementary repertoire, when to introduce reading, and how to bring out students’ musicality. In addition, the contributors offer concrete ideas for developing technique and planning lessons.

100 Ideas for Teaching Literacy. Fred Sedgwick $13.81 New – This title offers one hundred practical and inspiring ideas for use in the education setting. This book will be essential reading for any teacher involved with children’s development in the primary school. Focusing on literacy, the author provides one hundred practical and inspiring ideas for use in the education setting. “The Continuum One Hundreds” series offers 100 invaluable and practical ideas for teachers of all levels.

100 Ideas for Teaching Literacy. Fred Sedgwick $9.02 Used – This title offers one hundred practical and inspiring ideas for use in the education setting. This book will be essential reading for any teacher involved with children’s development in the primary school. Focusing on literacy, the author provides one hundred practical and inspiring ideas for use in the education setting. “The Continuum One Hundreds” series offers 100 invaluable and practical ideas for teachers of all levels.

100 Ideas for Teaching Primary Mathematics $18.78 Used – Aimed specifically at the primary school market, the latest title in the successful “100 Ideas series” provides a multitude of techniques for getting pupils really enthusiastic about mathematics.This book will be essential reading for any teacher involved with children’s development in the primary school. Focusing on primary mathematics the author provides one hundred practical and inspiring ideas for use in the classroom.The Continuum “One Hundreds” series offers 100 invaluable and pract

100 Ideas for Teaching Primary Mathematics $18.78 New – Aimed specifically at the primary school market, the latest title in the successful “100 Ideas series” provides a multitude of techniques for getting pupils really enthusiastic about mathematics.This book will be essential reading for any teacher involved with children’s development in the primary school. Focusing on primary mathematics the author provides one hundred practical and inspiring ideas for use in the classroom.The Continuum “One Hundreds” series offers 100 invaluable and practi

1001 Questions and Answers on Orthography and Reading $0.99 In presenting this, the seventh book of the “1001 Question and Answer Series,” we feel that a great want is partially met. It is evident, from the number of inquiries made for such a book, that the works devoted to the subject of Orthography are very limited.__We are also aware that the Authors of the different Grammars devote such a limited space to the subject of Orthoepy and technical Orthography, that both Teacher and Pupil turn away from the subject in disgust.__In preparing this list of questions and answers we have consulted the best authority of the present day, and believe we have gone over the ground in such a way that it will meet the approval of all interested.__The questions and answers on Reading we trust will add to the interest of the book, and only hope that it will be received with as gracious a welcome and hearty approval as the rest of the series.

101 Easy Reading Games, Grade 1 $13.99 This book includes teacher help and student reproducible pages. Pages include game descriptions and reproducible game cards and boards for 101 reading games.

101 Easy Reading Games, Grade 1 $8.41 This book includes teacher help and student reproducible pages. Pages include game descriptions and reproducible game cards and boards for 101 reading games.

101 Easy Reading Games, Grade 1 $8.49 New – This book includes teacher help and student reproducible pages. Pages include game descriptions and reproducible game cards and boards for 101 reading games. The book is organized by game type, and games relate to familiar and well-loved favorites that are easy for anyone to learn (e.g. Bingo, Memory, Go Fish, etc.). These books are perfect for anyone who wants to practice reading skills in fun, engaging ways without having to learn new complicated games.

101 Easy Reading Games, Grade 1 $8.49 Used – This book includes teacher help and student reproducible pages. Pages include game descriptions and reproducible game cards and boards for 101 reading games. The book is organized by game type, and games relate to familiar and well-loved favorites that are easy for anyone to learn (e.g. Bingo, Memory, Go Fish, etc.). These books are perfect for anyone who wants to practice reading skills in fun, engaging ways without having to learn new complicated games.

101 Easy Reading Games, Grade 2 $9.53 Used – This book includes teacher help and student reproducible pages. Pages include game descriptions and reproducible game cards and boards for 101 reading games. The book is organized by game type, and games relate to familiar and well-loved favorites that are easy for anyone to learn (e.g. Bingo, Memory, Go Fish, etc.). These books are perfect for anyone who wants to practice reading skills in fun, engaging ways without having to learn new complicated games.

101 Easy Reading Games, Grade 4 $10.09 Used – This book includes teacher help and student reproducible pages. Pages include game descriptions and reproducible game cards and boards for 101 reading games.

101 Great Classroom Games $16.95 101 ways to energize any ho-hum dayCreated by award-winning educators, these easy-to-learn, giggle-as-you-go games are designed to be both fun and educational. These activities in reading, logic, science, measuring, listening, social studies, and math are the perfect complement to your K-5 curriculum.Get the fun and the learning started with games such as:Bug Bite: Players flip over vocabulary word cards and slap the table when a bug card comes up. Whoever slaps first reads all the words and then keeps the card. The child with the most cards wins!Bull’s-Eye Feather Math: Children blow feathers around a bull’s-eye game board with straws as they sharpen their multiplication skills.Geography Baseball: Players find map locations that are “pitched” to them. The more “hits” they get, the faster they score runs.Fishy Facts: Players snag paper fish with a fishing pole and hook. If they can answer the question on the side of the fish, they score.. . . and many more!BONUS: Games are ranked for noise levels!Alexis Ludewig, Wisconsin’s 2002 Teacher of the Year, has been an elementary school teacher for more than thirty years. She advises several education councils and has reviewed and edited many educational books.Amy Swan, Ph.D., has nearly twenty years of experience as a teacher, school psychologist, supervisor, and counselor for public and private schools in the United States and the Caribbean. She has taught students at every grade level, from preschool to college.

101 Great Classroom Games $10.15 101 ways to energize any ho-hum dayCreated by award-winning educators, these easy-to-learn, giggle-as-you-go games are designed to be both fun and educational. These activities in reading, logic, science, measuring, listening, social studies, and math are the perfect complement to your K-5 curriculum.Get the fun and the learning started with games such as:Bug Bite: Players flip over vocabulary word cards and slap the table when a bug card comes up. Whoever slaps first reads all the words and then keeps the card. The child with the most cards wins!Bull’s-Eye Feather Math: Children blow feathers around a bull’s-eye game board with straws as they sharpen their multiplication skills.Geography Baseball: Players find map locations that are “pitched” to them. The more “hits” they get, the faster they score runs.Fishy Facts: Players snag paper fish with a fishing pole and hook. If they can answer the question on the side of the fish, they score.. . . and many more!BONUS: Games are ranked for noise levels!Alexis Ludewig, Wisconsin’s 2002 Teacher of the Year, has been an elementary school teacher for more than thirty years. She advises several education councils and has reviewed and edited many educational books.Amy Swan, Ph.D., has nearly twenty years of experience as a teacher, school psychologist, supervisor, and counselor for public and private schools in the United States and the Caribbean. She has taught students at every grade level, from preschool to college.

101 Ways to Score Higher on Your SAT Reasoning Test: What You Need to Know Explained Simply $21.95 Each year millions of high school students dedicate a Saturday morning to taking the Scholastic Aptitude Test, more commonly referred to as the SATs. These tests are important because 92 percent of colleges require applicants to report their scores. In 2008 the average score for critical reading was 502, for math 515, and for writing 494. How can you boost your scores and stand out from the crowd when applying to college? Reading 101 Ways to Score Higher on Your SAT Reasoning Test, and employing the practices found within, is one way to do so.In this new book, you will learn about and understand the scoring system, as well as the format and content. You will learn how to read questions correctly, how to control your anxiety, and how to approach each section. In addition, you will be presented with a list of resources to help you prepare and dozens of teacher-recommended strategies. 101 Ways to Score Higher on Your SAT is filled with math, English, and writing practice questions; step-by-step instructions on writing an effective SAT essay; reviews of critical reading, grammar, and correct usage; and reviews of the most important math concepts. Some of the study strategies included are answering the easy questions first, making educated guesses, and budgeting your time. This book also directs you to a variety of resources for more practice tests, guidelines, and information about the standardized test which was taken by more than 1.5 million students in 2008.Instead of panicking and worrying about the SATs, pick up this book and be confident in your test-taking abilities. Whether you are taking the test for the first time or for the fifth, you will learn valuable information and practical tips for improving your score.

12 Multicultural Novels: Reading and Teacher Strategies $55.95 New – Features effective teaching strategies for 12 novels from diverse cultures and ethnic backgrounds.

13 Ways of Looking at Student Teaching: A Guide for First-Time English Teachers $33.75 Imagine “Dear Abby” is a guy. He’s a survivor of student teaching. He’s also the survivor of 20 years teaching in the public schools, the last 17 at one of the premier alternative high schools in the country. As a graduate student he recently had the guidance of an expert supervisor of English teachers in training. Now, they’ve joined forces. The result: an indispensable handbook for those about to embark on their first experience teaching English. The book is a collection of real-life letters to veteran teacher Mike Rychlik along with his responses. His university mentor Pamela Carroll adds her own thoughts “From Another Angle” – substantial commentary that mixes educational theory with experience-based self-reflection. Their letters and commentary are grouped into 13 chapters, each covering a thematic aspect of teaching English, each incorporating the points of view of a student teacher, the classroom veteran, and the education professor. Dip into any chapter or read the book cover to cover as it addresses the very scenarios and situations student teachers yearn to explore, such as classroom management strategies tackles the specifics of teaching English (grammar, writing, literature, and more) discusses the broader topics of professionalism, testing, and grading aids further exploration of specific topics with annotated reading lists. Spirited, theoretically sound, and practical, 13 Ways of Looking at Student Teaching is the perfect primer for preservice and beginning teachers, for those involved in their preparation to teach, or for teaching veterans looking for inspiration.

2007 Physics Education Research Conference $50.94 This text brings together peer-reviewed papers from the 2007 Physics Education Research Conference, whose theme was Cognitive Science and Physics Education Research. The conference brought together researchers studying a wide variety of topics in physics education including transfer of knowledge, learning in physics courses at all levels, teacher education, and cross-disciplinary learning. This up-to-date text will be essential reading for anyone in physics education research.

2009 Glencoe Literature Course Two Alabama Teacher Edition (Reading With a Purpose) $24.99 New

2009 Glencoe Literature Course Two Alabama Teacher Edition (Reading With a Purpose) $19.99 Used

201 Teacher-Created Charts $15.99 Maximize your students” ability to learn with these classroom-tested charts that can be made in minutes! Topics include reading, writing, math, science, classroom management, and more. Includes big photos of each and every chart. For use with Grades K-2.

201 Teacher-Created Charts: Easy-to-Make, Classroom-Tested Charts That Teach Reading, Writing, Math, Science & More! $15.99 Maximize your students’ ability to learn with these classroom-tested charts that can be made in minutes! Topics include reading, writing, math, science, classroom management, and more. Includes big photos of each and every chart. For use with Grades K-2.

21st Century Guitar Method 1 $12.09 Used – This innovative guitar method contains all styles of music including rock, pop, folk and classical. Tablature is used as an aid in learning new material, and suggested accompaniment parts enable the teacher and student to play together. The unique Rock Workshop sections teach rock rhythm and lead guitar styles and are correlated to the Guitar Rock Shop books. Available with or without a play-along recording. Book 1 includes reading music in first position, all basic chords, strumming, eig

21st Century Guitar Method 1 $12.85 New – This innovative guitar method contains all styles of music including rock, pop, folk and classical. Tablature is used as an aid in learning new material, and suggested accompaniment parts enable the teacher and student to play together. The unique Rock Workshop sections teach rock rhythm and lead guitar styles and are correlated to the Guitar Rock Shop books. Available with or without a play-along recording. Book 1 includes reading music in first position, all basic chords, strumming, eigh

21st Century Guitar Method 1 $0.01 This innovative guitar method contains all styles of music including rock, pop, folk and classical. Tablature is used as an aid in learning new material, and suggested accompaniment parts enable the teacher and student to play together. The unique Rock Workshop sections teach rock rhythm and lead guitar styles and are correlated to the Guitar Rock Shop books. Available with or without a play-along recording. Book 1 includes reading music in first position, all basic chords, strumming, eighth note rhythm, power chords, the blues form, basic rock rhythm, guitar techniques, and pop songs such as: Surfin’ Safari • Blue Eyes Crying in the Rain • Old Time Rock and Roll.

21st Century Guitar Method 1 – Bk only $6.26 Alfred Music Publishing is the world s largest educational music publisher. Alfred produces educational #44; reference #44; pop #44; and performance materials for teachers #44; students #44; professionals #44; and hobbyists spanning every musical instrument #44; style #44; and difficulty level. This innovative guitar method contains all styles of music including rock #44; pop #44; folk and classical. Tablature is used as an aid in learning new material #44; and suggested accompaniment parts enable the teacher and student to play together. The unique Rock Workshop sections teach rock rhythm and lead guitar styles and are correlated to the Guitar Rock Shop books. Available with or without a play-along recording. Book 1 includes reading music in first position #44; all basic chords #44; strumming #44; eighth note rhythm #44; power chords #44; the blues form #44; basic rock rhythm #44; guitar techniques #44; and pop songs such as: Surfin apos; Safari * Blue Eyes Crying in the Rain * Old Time Rock and Roll.

21st Century Guitar Method 1 – French Edition $22.02 This innovative guitar method contains all styles of music including rock, pop, folk and classical. Tablature is used as an aid in learning new material, and suggested accompaniment parts enable the teacher and student to play together. The unique Rock Workshop sections teach rock rhythm and lead guitar styles and are correlated to the Guitar Rock Shop books. Available with or without a play-along recording. Book 1 includes reading music in first position, all basic chords, strumming, eighth note rhythm, power chords, the blues form, basic rock rhythm, guitar techniques, and pop songs such as: Surfin’ Safari * Blue Eyes Crying in the Rain * Old Time Rock and Roll. French Language Edition

21st Century Guitar Method 1- Bk+CD $14.95 Alfred Music Publishing is the world s largest educational music publisher. Alfred produces educational #44; reference #44; pop #44; and performance materials for teachers #44; students #44; professionals #44; and hobbyists spanning every musical instrument #44; style #44; and difficulty level. This innovative guitar method contains all styles of music including rock #44; pop #44; folk and classical. Tablature is used as an aid in learning new material #44; and suggested accompaniment parts enable the teacher and student to play together. The unique Rock Workshop sections teach rock rhythm and lead guitar styles and are correlated to the Guitar Rock Shop books. Available with or without a play-along recording. Book 1 includes reading music in first position #44; all basic chords #44; strumming #44; eighth note rhythm #44; power chords #44; the blues form #44; basic rock rhythm #44; guitar techniques #44; and pop songs such as: Surfin apos; Safari * Blue Eyes Crying in the Rain * Old Time Rock and Roll.

21st Century Guitar Method 1: Book & CD $14.99 This innovative guitar method contains all styles of music including rock, pop, folk and classical. Tablature is used as an aid in learning new material, and suggested accompaniment parts enable the teacher and student to play together. The unique Rock Workshop sections teach rock rhythm and lead guitar styles and are correlated to the Guitar Rock Shop books. Available with or without a play-along recording. Book 1 includes reading music in first position, all basic chords, strumming, eighth note rhythm, power chords, the blues form, basic rock rhythm, guitar techniques, and pop songs such as: Surfin’ Safari • Blue Eyes Crying in the Rain • Old Time Rock and Roll.

21st Century Guitar Method 1: Book & Cassette $13.49 New – This innovative guitar method contains all styles of music including rock, pop, folk and classical. Tablature is used as an aid in learning new material, and suggested accompaniment parts enable the teacher and student to play together. The unique Rock Workshop sections teach rock rhythm and lead guitar styles and are correlated to the Guitar Rock Shop books. Available with or without a play-along recording. Book 1 includes reading music in first position, all basic chords, strumming, eigh

21st Century Guitar Method 1: Book & Cassette $17.96 New – This innovative guitar method contains all styles of music including rock, pop, folk and classical. Tablature is used as an aid in learning new material, and suggested accompaniment parts enable the teacher and student to play together. The unique Rock Workshop sections teach rock rhythm and lead guitar styles and are correlated to the Guitar Rock Shop books. Available with or without a play-along recording. Book 1 includes reading music in first position, all basic chords, strumming, eigh

21st Century Guitar Method 1: Book & Cassette $6.29 New – This innovative guitar method contains all styles of music including rock, pop, folk and classical. Tablature is used as an aid in learning new material, and suggested accompaniment parts enable the teacher and student to play together. The unique Rock Workshop sections teach rock rhythm and lead guitar styles and are correlated to the Guitar Rock Shop books. Available with or without a play-along recording. Book 1 includes reading music in first position, all basic chords, strumming, eigh

21st Century Guitar Method 1: The Most Complete Guitar Course Available, Book & CD $9.65 New – This innovative guitar method contains all styles of music including rock, pop, folk and classical. Tablature is used as an aid in learning new material, and suggested accompaniment parts enable the teacher and student to play together. The unique Rock Workshop sections teach rock rhythm and lead guitar styles and are correlated to the Guitar Rock Shop books. Available with or without a play-along recording. Book 1 includes reading music in first position, all basic chords, strumming, eigh

21st Century Guitar Method 1: The Most Complete Guitar Course Available, Book & CD $0.99 Used – This innovative guitar method contains all styles of music including rock, pop, folk and classical. Tablature is used as an aid in learning new material, and suggested accompaniment parts enable the teacher and student to play together. The unique Rock Workshop sections teach rock rhythm and lead guitar styles and are correlated to the Guitar Rock Shop books. Available with or without a play-along recording. Book 1 includes reading music in first position, all basic chords, strumming, eig

25 Years of Individualised Reading 1973-1998: A Teacher Guide to Readibility at Key Stages 1 and 2 $11.28 Used

2nd Grade Basic Skills: Reading and Math-Thinking Skills $98.96 Aaron Levy, Kelley Wingate Levy, Karen Sevaly (Illustrator),Paperback, English-language edition,Pub by Teacher’s Friend Publications, Incorporated

3 2 1…Lift Off $13.64 Used – Humourous Narrative. Ideal for Guided reading and writing. Also for independent reading and writing. Suitable as take home readers. Interactive books. Good for children who are high-interest, lower ability. Age range: 4-11 years. Provides thorough coverage of literacy strategy for Foundation (P1) through to Year 6 (P7). Can also be used with Year 7+ (S1+). Book banded. Teacher’s Notes available separately on CD-ROM. Size: 21cm tall x 14.8cm wide. Published 2000. 32 pages.

3 2 1…Lift Off $13.28 Used – Humourous Narrative. Ideal for Guided reading and writing. Also for independent reading and writing. Suitable as take home readers. Interactive books. Good for children who are high-interest, lower ability. Age range: 4-11 years. Provides thorough coverage of literacy strategy for Foundation (P1) through to Year 6 (P7). Can also be used with Year 7+ (S1+). Book banded. Teacher’s Notes available separately on CD-ROM. Size: 21cm tall x 14.8cm wide. Published 2000. 32 pages.

3 2 1…Lift Off $13.64 New – Humourous Narrative. Ideal for Guided reading and writing. Also for independent reading and writing. Suitable as take home readers. Interactive books. Good for children who are high-interest, lower ability. Age range: 4-11 years. Provides thorough coverage of literacy strategy for Foundation (P1) through to Year 6 (P7). Can also be used with Year 7+ (S1+). Book banded. Teacher’s Notes available separately on CD-ROM. Size: 21cm tall x 14.8cm wide. Published 2000. 32 pages.

3 2 1…Lift Off $13.64 New – Humourous Narrative. Ideal for Guided reading and writing. Also for independent reading and writing. Suitable as take home readers. Interactive books. Good for children who are high-interest, lower ability. Age range: 4-11 years. Provides thorough coverage of literacy strategy for Foundation (P1) through to Year 6 (P7). Can also be used with Year 7+ (S1+). Book banded. Teacher’s Notes available separately on CD-ROM. Size: 21cm tall x 14.8cm wide. Published 2000. 32 pages.

3 2 1…Lift Off $13.64 New – Humourous Narrative. Ideal for Guided reading and writing. Also for independent reading and writing. Suitable as take home readers. Interactive books. Good for children who are high-interest, lower ability. Age range: 4-11 years. Provides thorough coverage of literacy strategy for Foundation (P1) through to Year 6 (P7). Can also be used with Year 7+ (S1+). Book banded. Teacher’s Notes available separately on CD-ROM. Size: 21cm tall x 14.8cm wide. Published 2000. 32 pages.

3 2 1…Lift Off $13.64 New – Humourous Narrative. Ideal for Guided reading and writing. Also for independent reading and writing. Suitable as take home readers. Interactive books. Good for children who are high-interest, lower ability. Age range: 4-11 years. Provides thorough coverage of literacy strategy for Foundation (P1) through to Year 6 (P7). Can also be used with Year 7+ (S1+). Book banded. Teacher’s Notes available separately on CD-ROM. Size: 21cm tall x 14.8cm wide. Published 2000. 32 pages.

3 2 1…Lift Off $13.64 Used – Humourous Narrative. Ideal for Guided reading and writing. Also for independent reading and writing. Suitable as take home readers. Interactive books. Good for children who are high-interest, lower ability. Age range: 4-11 years. Provides thorough coverage of literacy strategy for Foundation (P1) through to Year 6 (P7). Can also be used with Year 7+ (S1+). Book banded. Teacher’s Notes available separately on CD-ROM. Size: 21cm tall x 14.8cm wide. Published 2000. 32 pages.

3 2 1…Lift Off $13.64 Used – Humourous Narrative. Ideal for Guided reading and writing. Also for independent reading and writing. Suitable as take home readers. Interactive books. Good for children who are high-interest, lower ability. Age range: 4-11 years. Provides thorough coverage of literacy strategy for Foundation (P1) through to Year 6 (P7). Can also be used with Year 7+ (S1+). Book banded. Teacher’s Notes available separately on CD-ROM. Size: 21cm tall x 14.8cm wide. Published 2000. 32 pages.

3 2 1…Lift Off $13.28 New – Humourous Narrative. Ideal for Guided reading and writing. Also for independent reading and writing. Suitable as take home readers. Interactive books. Good for children who are high-interest, lower ability. Age range: 4-11 years. Provides thorough coverage of literacy strategy for Foundation (P1) through to Year 6 (P7). Can also be used with Year 7+ (S1+). Book banded. Teacher’s Notes available separately on CD-ROM. Size: 21cm tall x 14.8cm wide. Published 2000. 32 pages.

3, 2, 1, Go! Workbook: v. 10 $73.95 New – This work accompanies the “Starchasers” reading books “Lost Explorers”, “Deadly Virus” and “The Ultimate Secret”. Each reading books is supported by a selection of photocopiable worksheets, and teacher’s notes where the tasks are fully explained.

33803 Read It! Draw It! Solve It!: Animal Themes Teacher Resource Manual Kindergarten Through Grade 3 $132.58 New – Integrate reading and mathematics while encouraging young students to think and express themselves creatively. This book provides math practice through reproducible, field-tested word problems–one for each day of the year–that children solve by drawing a picture. Skills are developmental and problems may be tailored for individual students’ needs.

35 Must-Have Assessment & Record-Keeping Forms for Reading: Reproducible Checklists, Evaluation Forms, and Other Tools to Help You Plan Meaningful Instruction and Manage a Successful Reading Program $1.8 Used – Reading and writing assessment made easy! time -saving, teacher-written forms and rubrics to help you know and evaluate the readers and writers in your classroom.

35 Must-Have Assessment & Record-Keeping Forms for Reading: Reproducible Checklists, Evaluation Forms, and Other Tools to Help you Plan Meaningful Instruction and Manage a Successful Reading Program $1 Reading and writing assessment made easy! time -saving, teacher-written forms and rubrics to help you know and evaluate the readers and writers in your classroom.

35 Must-Have Assessment and Record-Keeping Forms for Reading $16.99 Reading and writing assessment made easy! time -saving, teacher-written forms and rubrics to help you know and evaluate the readers and writers in your classroom.

35 Rubrics & Checklists to Assess Reading and Writing $4.08 New – Drawing on her extensive experience as a teacher, the author shares quick, clear, and easy rubrics for accessing students’ work. These ideas will help students learn the qualities of a good performance and give parents a detailed picture of their children’s progress.

35 Strategies for Guiding Readers Through Informational Texts $49.96 This practical guide presents inspiring, research-based activities for teaching students in grades K-12 how to read and think critically about informational texts. With five essential types of strategies, seasoned and preservice teachers learn ways to help students select engaging, challenging reading materials; develop their knowledge of history, science, and other content areas; master vocabulary that aids understanding; build essential comprehension skills across the curriculum; and write effectively about texts they have read. Each of the 35 strategies features a helpful reproducible worksheet in a large-size format. The teacher-friendly appendix lists recommended books, magazines, and websites for each grade level.

35 Strategies for Guiding Readers through Informational Texts $23.01 This practical guide presents inspiring, research-based activities for teaching students in grades K–12 how to read and think critically about informational texts. With five essential types of strategies, seasoned and preservice teachers learn ways to help students select engaging, challenging reading materials; develop their knowledge of history, science, and other content areas; master vocabulary that aids understanding; build essential comprehension skills across the curriculum; and write effectively about texts they have read. Each of the 35 strategies features a helpful reproducible worksheet in a large-size format. The teacher-friendly appendix lists recommended books, magazines, and websites for each grade level.

47% American: Coping with Cultural Issues in Middle School: Teacher’s Guide $12.53 Used – Each chapter covers a student from a different country facing typical problems with school, friends, & family. Throughout the 26 chapters are stories, exercises, games, & puzzles that will encourage your students to talk about their personal difficulties & achievements. Your students will develop reading, conversation, & writing skills while learning how to effectively resolve the many dilemmas facing them in their new home.

50 Early Childhood Literacy Strategies $14.95 Used – “50 Early Childhood Literacy Strategies “is the answer to the early childhood teacher’s dilemma of how to teach reading to children 3, 4, and 5 years of age as mandated by the state and national governments. This book presents an easy-to-use, easy-to-understand approach involving young children’s own emergence into the world of speaking and listening, reading and writing. Teachers will quickly learn what picture books and activities to use with children, how to use them, and how children

50 Early Childhood Literacy Strategies $16.5 New – “50 Early Childhood Literacy Strategies “is the answer to the early childhood teacher’s dilemma of how to teach reading to children 3, 4, and 5 years of age as mandated by the state and national governments. This book presents an easy-to-use, easy-to-understand approach involving young children’s own emergence into the world of speaking and listening, reading and writing. Teachers will quickly learn what picture books and activities to use with children, how to use them, and how children c

50 Instructional Routines to Develop Content Literacy $16.14 From some of the best-known authors in the field comes a book that provides all middle and high school teachers with practical information about improving students’ reading, writing, and oral language development. Every teacher needs to use instructional routines that allow students to engage in all of these literacy processes. Classroom examples from science, social studies, English, math, visual and performing arts, and core electives ensure that all middle and high school teachers will find useful ideas that they can implement immediately. This book provides readers with examples of fifty evidence-based instructional routines that can be used across content areas to ensure that reading and writing occur in all classes.Evidence-based-a clear research base is presented with every instructional routine, helping you further understand when and why a particular approach should be used.Practical examples-for each instructional routine presented, a practical example is provided that illustrates ways this routine has been used in today's classrooms.Quick reference — instructional routines are arranged alphabetically, and an index on the inside front cover specifies the literacy focus for each strategy and whether the strategy is meant to be used before, during, or after reading.Instructional routines- recommended actions a teacher can take to foster comprehension, such as thinking aloud, using Question-Answer Relationships, and teaching with word walls.

50 Instructional Routines to Develop Content Literacy $26.8 From some of the best-known authors in the field comes a book that provides all middle and high school teachers with practical information about improving students’ reading, writing, and oral language development. Every teacher needs to use instructional routines that allow students to engage in all of these literacy processes. Classroom examples from science, social studies, English, math, visual and performing arts, and core electives ensure that all middle and high school teachers will find useful ideas that they can implement immediately. This book provides readers with examples of fifty evidence-based instructional routines that can be used across content areas to ensure that reading and writing occur in all classes.Evidence-based-a clear research base is presented with every instructional routine, helping you further understand when and why a particular approach should be used.Practical examples-for each instructional routine presented, a practical example is provided that illustrates ways this routine has been used in today's classrooms.Quick reference — instructional routines are arranged alphabetically, and an index on the inside front cover specifies the literacy focus for each strategy and whether the strategy is meant to be used before, during, or after reading.Instructional routines- recommended actions a teacher can take to foster comprehension, such as thinking aloud, using Question-Answer Relationships, and teaching with word walls.

50 Shared Texts for Reception $80.59 Used – 50 SHARED TEXTS is a series of anothologies for shared reading-one title for each year. Each title contains 50 photocopiable extracts covering the year-appropriate range of fiction, non-fiction and poetry. Each extract is supported by teacher’s notes and an annotated mini-version of each extract to show how it can be workedin the lesson. Teacher’s notes show how text can be used to teachmultiple objectives and ideas are given for reading and writing activities. The texts in 50 SHARED TEXT

50 Shared Texts for Year 1 $139.95 Used – “50 Shared Texts” is a series of anthologies for shared reading – one title for each year. Each title contains 50 photocopiable extracts covering the year-appropriate range of fiction, non-fiction and poetry. Each extract is supported by teacher’s notes and an annotated mini-version of each extract to show how it can be worked into the lesson. Teacher’s notes show how text can be used to teach multiple objectives and ideas are given for reading and writing activities. The texts in “50 Sha

50 Shared Texts for Year 1 $151.95 New – “50 Shared Texts” is a series of anthologies for shared reading – one title for each year. Each title contains 50 photocopiable extracts covering the year-appropriate range of fiction, non-fiction and poetry. Each extract is supported by teacher’s notes and an annotated mini-version of each extract to show how it can be worked into the lesson. Teacher’s notes show how text can be used to teach multiple objectives and ideas are given for reading and writing activities. The texts in “50 Shar

50 Shared Texts for Year 1 $30.79 Used – “50 Shared Texts” is a series of anthologies for shared reading – one title for each year. Each title contains 50 photocopiable extracts covering the year-appropriate range of fiction, non-fiction and poetry. Each extract is supported by teacher’s notes and an annotated mini-version of each extract to show how it can be worked into the lesson. Teacher’s notes show how text can be used to teach multiple objectives and ideas are given for reading and writing activities. The texts in “50 Sha

50 Shared Texts for Year 3 $41.51 Used – 50 SHARED TEXTS is a series of anthologies for shared reading – one title for each year. Each title contains 50 photocopiable extracts covering the year-appropriate range of fiction, non-fiction and poetry. Each extract is supported by teacher’s notes and an annotated mini-version of each extract to show how it can be worked in the lesson. Teacher’s notes show how text can be used to teach multiple objectives and ideas are given for reading and writing activities. The range of texts in YE

50 Shared Texts for Year 4 $18.48 Used – 50 SHARED TEXTS is a series of anthologies for shared reading – one title for each year. Each title contains 50 photocopiable extracts covering the year-appropriate range of fiction, non-fiction and poetry. Each extract is supported by teacher’s notes and an annotated mini-version of each extract to show how it can be worked in the lesson. Teacher’s notes show how text can be used to teach multiple objectives and ideas are given for reading and writing activities. The range of tex

50 Shared Texts for Year 5 $31.88 Used – 50 SHARED TEXTS is a series of anthologies for shared reading – one title for each year. Each title contains 50 photocopiable extracts covering the year-appropriate range of fiction, non-fiction and poetry. Each extract is supported by teacher’s notes and an annotated mini-version of each extract to show how it can be worked in the lesson. Teacher’s notes show how text can be used to teach multiple objectives and ideas are given for reading and writing activities. The range of texts in YE

50 Shared Texts for Year 5 $20.49 Used – 50 SHARED TEXTS is a series of anthologies for shared reading – one title for each year. Each title contains 50 photocopiable extracts covering the year-appropriate range of fiction, non-fiction and poetry. Each extract is supported by teacher’s notes and an annotated mini-version of each extract to show how it can be worked in the lesson. Teacher’s notes show how text can be used to teach multiple objectives and ideas are given for reading and writing activities. The range of texts in YE

50 Shared Texts for Year 6 $52.69 Used – 50 SHARED TEXTS is a series of anthologies for shared reading – one title for each year. Each title contains 50 photocopiable extracts covering the year-appropriate range of fiction, non-fiction and poetry. Each extract is supported by teacher’s notes and an annotated mini-version of each extract to show how it can be worked in the lesson. Teacher’s notes show how text can be used to teach multiple objectives and ideas are given for reading and writing activities. The range of tex

50 Shared Texts for Year 6 $80.19 New – 50 SHARED TEXTS is a series of anthologies for shared reading – one title for each year. Each title contains 50 photocopiable extracts covering the year-appropriate range of fiction, non-fiction and poetry. Each extract is supported by teacher’s notes and an annotated mini-version of each extract to show how it can be worked in the lesson. Teacher’s notes show how text can be used to teach multiple objectives and ideas are given for reading and writing activities. The range of text

50 Strategies For Improving Vocabulary, Comprehension And Fluency $34.2 This book offers step-by-step instructional procedures for developing key reading skills for comprehension, vocabulary and fluency. The 50 strategies in this book are designed to support teachers in assessing the strategies currently used by students. The teacher can then use the knowledge gained through assessment to help students: *learn to process text, * use the comprehension processes that strong readers use, and * acquire vocabulary and fluency in a way that will support their comprehension and overall learning in the classroom and in life. Inservice Teachers and Reading/Literacy Specialists.

50 Strategies for Improving Vocabulary, Comprehension and Fluency $33.17 New – This book offers step-by-step instructional procedures for developing key reading skills for comprehension, vocabulary and fluency. The 50 strategies in this book are designed to support teachers in assessing the strategies currently used by students. The teacher can then use the knowledge gained through assessment to help students: *learn to process text, * use the comprehension processes that strong readers use, and * acquire vocabulary and fluency in a way that will support their compre

50 Strategies for Improving Vocabulary, Comprehension and Fluency $3.97 Used – This book offers step-by-step instructional procedures for developing key reading skills for comprehension, vocabulary and fluency. The 50 strategies in this book are designed to support teachers in assessing the strategies currently used by students. The teacher can then use the knowledge gained through assessment to help students: *learn to process text, * use the comprehension processes that strong readers use, and * acquire vocabulary and fluency in a way that will support their compr

500+ Fabulous Month-by-Month Teaching Ideas: Instant Activities and Reproducibles for the Themes and Topics You Teach $9.96 Knowing how to take effective notes is an essential skill students need to be successful. But teaching students this skill is often challenging, but Deana Hippie, an experienced teacher, has developed clear, research-based lessons that really work. First, she helps students understand the hierarchical structure of expository text (main ideas supported by specific details). Then, she presents lessons that show students how to note similarities and differences in ideas and how to look for clues about important words in a sentence or paragraph. Hippie share lessons that will help kids learn how both to take notes during class discussion and while they’re reading a text. Her active, hands-on activities support all kinds of learners, and they are scaffolded in a gradual release model so students develop the independence they need. This invaluable resource will put all your students on the road to successful note-taking. For use with Grades 5 & Up.

60 Music Quizzes for Theory and Reading – Teacher’s Edition $28.72 Just what the titles says: 60 one-page quizzes on a variety of subjects related to beginning music theory and reading. Includes sections on The Basics, Rhythm, Note Names, Key Signatures, Musical Symbols and Terms, Time Signatures, Keyboard Identification, and Musical Puzzles.

60 Music Quizzes for Theory and Reading: One-page Reproducible Tests to Evaluate Student Musical Skills (Teacher’s Book) $24.95 Just what the titles says: 60 one-page quizzes on a variety of subjects related to beginning music theory and reading. Includes sections on “The Basics,” “Rhythm,” “Note Names,” “Key Signatures,” “Musical Symbols and Terms,” “Time Signatures,” “Keyboard Identification,” and “Musical Puzzles.” Perfect for student assessment.*Recommended for grades 3 and up. * 100% reproducible.

696 Silly School Jokes & Riddles $49.93 With a whopping 696 belly laughs and comic illustrations too, this will become the favorite joke book for kids. Everything school-related comes in for some ribbing: teachers, tests, reading, writing, recess, homeroom hijinks, and all the hilarious things that happen in the halls of lower learning. Why did the skeleton flunk out? His heart wasn’t in it. What do you get if you cross one principal with another principal? Don’t do it. Principals don’t like to be crossed. And how about this exchange between teacher and pupil? Teacher: Dorothy, what did you write your report on? Dorothy: A piece of paper. School has never been so much fun.

696 Silly School Jokes & Riddles $0.01 With a whopping 696 belly laughs and comic illustrations too, this will become the favorite joke book for kids. Everything school-related comes in for some ribbing: teachers, tests, reading, writing, recess, homeroom hijinks, and all the hilarious things that happen in the halls of lower learning. Why did the skeleton flunk out? His heart wasn’t in it. What do you get if you cross one principal with another principal? Don’t do it. Principals don’t like to be crossed. And how about this exchange between teacher and pupil?Teacher: Dorothy, what did you write your report on?Dorothy: A piece of paper.School has never been so much fun.

6th Grade Can Really Kill You $4.59 Used – Helen, the class clown, is an ace in both math and baseball, but there is one area of study that ‘Bad Helen’ is truly bad at–reading. With her poor grades, Helen realizes that she may be stuck in sixth grade forever. Luckily, with the help of a sympathetic teacher, Helen decides to enter a special education class, even if it means being teased by her classmates.

A A Field Guide to the Classroom Library D: Grades 2-3 $32.94 Used – Noted teacher/author Lucy Calkins and a team from The Teachers College Reading and Writing Project Community have created the most comprehensive and accessible leveled lists and guides for nearly 1,200 childrens trade books.