All Children Read

CHARLES TEMPLE is a professor of education at Hobart and William Smith Colleges in Geneva, New York, where he teaches courses on literacy, children’s literature, storytelling, and international education. He has written books on emergent literacy, invented spelling, writing instruction, language arts, diagnosis and remediation of reading disabilities, and children’s literature, as well as books for children. He codirects Critical Thinking International, Inc., a nonprofit organization that does children’s book development and literacy work around the world.   DONNA OGLE is Emerita Professor of Reading and Language at National-Louis University (NLU) in Chicago, Illinois, and is active in research and professional development projects. She served as senior consultant to the Chicago Striving Readers Project, was CoDirector of the Literacy Partners Project, and codirects the Reading Leadership Institute. Donna also serves as a literacy consultant internationally and is part of Critical Thinking International and an editorial reviewer for Grupo SM in Latin America, The Reading Teacher, and the Journal of Adolescent and Adult Literacy. Donna is a past president of the International Reading Association (IRA) and an elected member of the Reading Hall of Fame. She is the author of many books, book chapters, professional articles, and curriculum materials.   ALAN CRAWFORD is Emeritus Professor of Education at California State University, Los Angeles. He has served as President of the California Reading Association, a Fulbright Senior scholar in Ecuador and Morocco, and a Researcher in Residence at the American Embassy in Baku, Azerbaijan. He has done extensive teaching, consulting, and writing on teaching reading in the elementary school, especially for second language learners. Alan has written curriculum for teaching reading in Spanish and served on the Editorial Review Board of Lectura y Vida. He served as IRA’s representative to UNESCO for many years and was a Senior Literacy Specialist at UNESCO in Paris during International Literacy Year (1989—90). He is currently a director of Critical Thinking International. He frequently presents seminars and workshops on a volunteer basis for international development projects in Latin America, Europe, Asia, and Africa.   CODRUTA TEMPLE is associate professor of second language education at the State University of New York College at Cortland. She has coauthored two college textbooks, The Beginnings of Writing and Understanding Reading Problems: Assessment and Instruction, as well as several articles and book chapters on literacy development in mathematics classrooms.

Brief Table of Contents

Approaches to Teaching Reading
The Social and Cultural Contexts for Teaching All Children to Read
What Reading Teachers Need to Know About Language
Emergent Literacy
Phonics and Word Knowledge
Helping Readers Build Fluency
The Importance of Vocabulary Development
Reading Comprehension, Part I: Making Sense of Literature
Reading Comprehension, Part II: Understanding and Learning with Informational Texts
Critical Thinking and Critical Literacy
Teaching Children to Spell and Write
Assessing Literacy
Integrating Language and Literacy Instruction Across the Grades
Models and Strategies for Teaching ESL and for Teaching Reading in the Mother Tongue

Appendix A: Addressing the Common Core Standards Appendix B: Teach It! Instructional Activities References Glossary Name Index Subject Index Detailed Table of Contents

Approaches to Teaching Reading

Why Does Literacy Matter?
How Well Do Children in the United States Read?
Components of Reading Ability
Phases of Reading Development
The Recent History of Reading Instruction: How WeGot Where We Are


The Social and Cultural Contexts for Teaching All Children to Read

The Social Contexts of Literacy
Planning for a Literate Classroom
Meeting the Literacy Needs of All Children
Response to Intervention (RTI)
Finding the Books and Materials TheyWant to Read


What Reading Teachers Need to Know About Language

Phonology: The Sounds of English
Morphology: How English Words Are Built
Vocabulary: Words and Their Meanings
Syntax: Ordering and Inflecting Classes of Words
Text Structure


Emergent Literacy

What Is Emergent Literacy?
Language-Based Learning and Emergent Literacy
Print-Based Learning and Emergent Literacy
Comprehensive Strategies to Nurture Emergent Literacy
Teaching Specific Skills
Environmental Strategies to Support
Emergent Literacy
Involving Families in Emergent Literacy


Phonics and Word Knowledge

What Is Phonics? What Is Word Knowledge?
Words as Wholes: The Logographic Phase
Letter-by-Letter Reading: The Alphabetic Phase
Chunking: The Orthographic Phase
Meaningful Word Parts: The Morphological Phase
Word Histories and Families: The Derivational Phase
Helping Students Read Words in Context


Helping Readers Build Fluency

Fluency in Reading
Modeling Fluent Oral Reading
Supporting Children’s Reading for Fluency
Practicing Fluency With and Without the Teacher’s Guidance
Embedding Repeated Reading in Performance


The Importance of Vocabulary Development

What Is Vocabulary?
What Does the Research Say About Vocabulary?
Teaching Vocabulary
Teaching Strategies for Independent Word Learning


Reading Comprehension, Part 1: Making Sense of Literature

How Students Understand Literature
Teaching for Comprehension: General Strategies
Teaching for Comprehension: Specific Skills
Close Reading
Assessing Comprehension


Reading Comprehension, Part II: Understanding and Learning with Informational Texts

Characteristics of Informational Texts
Understanding How Readers Comprehend Informational Texts
Teaching Students to Use Features of Informational Texts
Teaching with Informational Texts
Classrooms That Develop Independent Learners


Critical Thinking and Critical Literacy

Critical Thinking and Critical Literacy
Looking Critically at Works of Literature
Thinking Critically About Texts Other Than Stories
Teaching Strategies for Critical Thinking


Teaching Children to Spell and Write

Spelling Development and Assessment
Teaching Children to Spell
A Writing Process in Five Parts
Writing in Different Genres
Assessment of Writing
Writing to Learn


Assessing Literacy

What Is Assessment and Why Do We Assess?
Approaches to Assessment
Terms Used in Testing
Assessing Emergent Readers
Assessing Beginning Readers and Beyond
Other Uses of Assessment


Integrating Language and Literacy Instruction Across the Grades

Teaching Print Concepts and Phonological Awareness in Context
Teaching Phonics in Context
Teaching Morphology in Context
Teaching Grammar in Context
Teaching Text Structure


Models and Strategies for Teaching ESL and for Teaching Reading in the Mother Tongue

Options for Teaching the English Language Learner
Major Principles of Second-Language Acquisition
Instructional Strategies for Second-Language Acquisition
Options for Teaching the English Language Learnerto Read
Mother Tongue Support in the Bilingual Classroom



Appendix A: Addressing the Common Core Standards Appendix B: Teach It! Instructional Activities References Glossary Name Index Subject Index