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It Takes a Village: A Collaborative Assault on the Struggling Reader Dilemma has a wellspring of incredibly useful information for teacher educators, pre-service and in-service teachers alike. It shows quite clearly that preparing effective reading teachers while addressing issues related to (a) readers who struggle (b) parental inclusion, and (c) the inclusion of the wider community can be done quite successfully. This book puts readers in touch with compelling insights into the importance of parental inclusion in the educational efforts of their children. Additionally, it provides a "counter…mehr
It Takes a Village: A Collaborative Assault on the Struggling Reader Dilemma has a wellspring of incredibly useful information for teacher educators, pre-service and in-service teachers alike. It shows quite clearly that preparing effective reading teachers while addressing issues related to (a) readers who struggle (b) parental inclusion, and (c) the inclusion of the wider community can be done quite successfully. This book puts readers in touch with compelling insights into the importance of parental inclusion in the educational efforts of their children. Additionally, it provides a "counter narrative" to the belief by many that parents and in particular, racial and ethnic minority parents, do not participate with their children in academic endeavors. The text also focuses on key aspects of teacher preparation especially as it relates to reading instruction. The author provides a wonderful variety of step-by-step approaches for how to seamlessly transition teacher reading instruction from the lecture hall to the "village" practice sites. The book is well written with the authentic voices of parents, students and pre-service teachers. This book is an excellent contribution to the literature concerning issues related to struggling readers, parental inclusion and community involvement. - Samuel Miller, Associate Dean, University of North Carolina Greensboro.
Dedication; Foreword; Acknowledgement; Chapter 1: Why The Village?; Why The Need For A Collaborative Assault; Chapter 2: The Inclusion Of Parents; Parents As Their Children’s First Teachers; Other Important Early Lessons; Parents Are Key To Motivating Their Children; What Children Come To Believe About School Is Highly Influenced By Parents; Chapter 3: The University, The Course Design, The Foundation And The Preservice Teachers; The Preservice Teachers; The Invitation To Participate; The Letter To Parents Once They Agreed To Participate; Parents Had Their Own Angst; How The Process Unfolded For The Preservice Teachers; I Know All This Information - Well, Sort Of; Chapter 4: The Methods - Five Components Of Reading; It Is Only Sound And Should Not Take Long; In Class Activitiies; How Many Phonemes? (Answers From Page 29); Be Careful Of The Schwa Though; How We Prepared Preservice Teachers To Use Textto Teach Phonemic Awareness To Non-Readers; I Don’t Even Get This Phonics Stuff Most Of The Time, So How Do You Expect Me To Teach It Well?; It’s The Academic Vocabulary That Trips Them Up; Preservice Teachers Try To Understand Their Own Word Learning Process; I Know That Word, I Think; Fluency; What We Can Learn From Miscue Analysis; In Class Activity; Preservice Teachers’ Responses; Preservice Teachers’ Responses; Fluency And Automaticity; Comprehension; A Mixture Of Everything; Directly Explaining Strategies; Comprehension And Expository Text; Chapter 5: The Tutoring; More Time Blending And Segmenting; Phonemic Awareness And Phonological Awareness; Vocabulary Development Using Text; Another Word On Vocabulary; The Other Side Of Comprehension - Listening; Chapter 6: Combined Efforts And Voices; Stories That Bind; Parents - In Their Own Words; Children Have Their Say; Classroom Teacher Speaks; Chapter 7: Preservice Teachers Had The Most To Say; Working In The “Village”; Appendix A; Appendix B; Appendix C; Appendix D; References; Index.
Dedication; Foreword; Acknowledgement; Chapter 1: Why The Village?; Why The Need For A Collaborative Assault; Chapter 2: The Inclusion Of Parents; Parents As Their Children’s First Teachers; Other Important Early Lessons; Parents Are Key To Motivating Their Children; What Children Come To Believe About School Is Highly Influenced By Parents; Chapter 3: The University, The Course Design, The Foundation And The Preservice Teachers; The Preservice Teachers; The Invitation To Participate; The Letter To Parents Once They Agreed To Participate; Parents Had Their Own Angst; How The Process Unfolded For The Preservice Teachers; I Know All This Information - Well, Sort Of; Chapter 4: The Methods - Five Components Of Reading; It Is Only Sound And Should Not Take Long; In Class Activitiies; How Many Phonemes? (Answers From Page 29); Be Careful Of The Schwa Though; How We Prepared Preservice Teachers To Use Textto Teach Phonemic Awareness To Non-Readers; I Don’t Even Get This Phonics Stuff Most Of The Time, So How Do You Expect Me To Teach It Well?; It’s The Academic Vocabulary That Trips Them Up; Preservice Teachers Try To Understand Their Own Word Learning Process; I Know That Word, I Think; Fluency; What We Can Learn From Miscue Analysis; In Class Activity; Preservice Teachers’ Responses; Preservice Teachers’ Responses; Fluency And Automaticity; Comprehension; A Mixture Of Everything; Directly Explaining Strategies; Comprehension And Expository Text; Chapter 5: The Tutoring; More Time Blending And Segmenting; Phonemic Awareness And Phonological Awareness; Vocabulary Development Using Text; Another Word On Vocabulary; The Other Side Of Comprehension - Listening; Chapter 6: Combined Efforts And Voices; Stories That Bind; Parents - In Their Own Words; Children Have Their Say; Classroom Teacher Speaks; Chapter 7: Preservice Teachers Had The Most To Say; Working In The “Village”; Appendix A; Appendix B; Appendix C; Appendix D; References; Index.
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