Engaging Readers

Supporting All Students in Knowledge-Driven Reading, Grades 4-8

Nonfiction, Reference & Language, Education & Teaching, Teaching, Teaching Methods
Cover of the book Engaging Readers by Dana A. Robertson, Evelyn Ford-Connors, Susan Dougherty, Rowman & Littlefield Publishers
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Author: Dana A. Robertson, Evelyn Ford-Connors, Susan Dougherty ISBN: 9781475823318
Publisher: Rowman & Littlefield Publishers Publication: March 17, 2017
Imprint: Rowman & Littlefield Publishers Language: English
Author: Dana A. Robertson, Evelyn Ford-Connors, Susan Dougherty
ISBN: 9781475823318
Publisher: Rowman & Littlefield Publishers
Publication: March 17, 2017
Imprint: Rowman & Littlefield Publishers
Language: English

An important goal of teachers is to get all students, especially those in the upper elementary and middle grades who struggle with academic work, engaged in reading. This book examines current research on instructional principles and actions related to engaged reading. It shows how teachers can translate this research into evidence-based actions that promote productive instructional contexts and focus students’ purposeful use of literacy in acquiring knowledge. The authors integrate descriptions of principles and actions with concrete examples of classroom instruction and thematic teaching across disciplinary contexts and demonstrate how teachers might mediate students’ reading of complex texts. The book provides readers with a vivid picture of the complexities of teaching reading in the upper elementary and middle grades. In particular, the book blends individual principles and practices into a holistic approach to creating productive and engaged learning environments for all upper elementary and middle grade learners.

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An important goal of teachers is to get all students, especially those in the upper elementary and middle grades who struggle with academic work, engaged in reading. This book examines current research on instructional principles and actions related to engaged reading. It shows how teachers can translate this research into evidence-based actions that promote productive instructional contexts and focus students’ purposeful use of literacy in acquiring knowledge. The authors integrate descriptions of principles and actions with concrete examples of classroom instruction and thematic teaching across disciplinary contexts and demonstrate how teachers might mediate students’ reading of complex texts. The book provides readers with a vivid picture of the complexities of teaching reading in the upper elementary and middle grades. In particular, the book blends individual principles and practices into a holistic approach to creating productive and engaged learning environments for all upper elementary and middle grade learners.

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