Science of Reading
THE SCIENCE OF READING IN PRACTICE
TRICIA A. ZUCKER & SONIA Q. CABELL Foreword by Susan B. Neuman
Strive-for-Five Conversations Zucker and Cabell’s science-based “Strive-for-Five” conversation framework accelerates young children’s language and literacy development. These conversations start with what children say and continue as the teacher listens and responds over five turns—with the goal of stretching their knowledge, vocabulary, reasoning, and other skills that underpin reading success.
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STRIVE ... FIVE A Framework That Gets Kids Talking to Accelerate Their Language Comprehension & Literacy CONVERSATIONS ... FOR
ow kids learn to read. dational skills instruction. al “swaps” to improve
JULIA LINDSEY, Ph.D., a former first-grade teacher and self- proclaimed “phonics geek,” has worked with teachers, district personnel, curriculum developers, and others to translate reading research into practice. She currently works as the Early Literacy Manager for Reading Reimagined, an inclusive research and development program.
, culturally responsive engaging readers.
ething near and dear to my ad to lifelong learning and ty and precision, Dr. Lindsey und reading instructioxn. n preservice and inservice se forward to literacy for all. ” hief Executive Officer, Center velopment oding and phonics. With rets reading science in he classroom. Her book is strategies—a veritable d of translational work
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$00.99 U.S.
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[Price and barcode to be set by production: ISBN-13: 978-1-338-82872-6 ISBN-10: 1-338-82872-X]
THE SCIENCE OF READING IN PRACTICE
DAVID & MEREDITH LIBEN Foreword by Margaret G. McKeown KNOW
regarding reading, Meredith bringing together decades of oping students’ literacy skills. ink critically about what to do an become highly literate. ” H.D., CEO/Principal Consultant, e it with the students and ovide a clear, accurate f comprehension, reminding xt in instruction. They show essential aspects ociate Professor of Literacy University s clearly and coherently comprehension. They s required for deriving vidence. And their examples plemented in every subject. g and preservice educators. ” D., creator of the Hochman r, with Natalie Wexler, of uide to Advancing Thinking cts and Grades st-selling first book al skills, David and how the mind slate theory and d what students truly ance of developing n understanding rovide classroom- d typical strategy eeply for pleasure
Know Better, Do Better: Comprehension In this companion to their best-selling first book, David and Meredith Liben move beyond foundational skills to explore how the mind comprehends texts. Emphasizing knowledge-building, vocabulary, and language structures, they offer practical teaching ideas and tools to put into action immediately.
DAVID LIBEN has taught kindergarten through graduate school for 30 years.
In 1991, with Meredith, he founded The Family
Academy, a New York City public school, where he was principal. He synthesized the research behind the Common Core State Standards (CCSS). Currently, he works with states, districts, and publishers around the country on improving reading practices. MEREDITH LIBEN taught for over 25 years and has been collaborating with David on reading reform for the past 35 years. After coordinating the text complexity research for the CCSS, she led literacy work for Student Achievement Partners for a decade. She and David wrote Know Better, Do Better: Teaching the Foundations So Every Child Can Read , their bestselling professional book on foundational reading.
BETTER, DO BETTER Fueling the Reading Brain With Knowledge, Vocabulary, and Rich Language COMPREHENSION
$35.99 U.S.
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The Literacy 50: A Q&A Handbook for Teachers Popular podcasters Loftus and Sappington present the questions teachers ask them most about how children learn to read—and provide solid, evidence-based answers inspired by their interviews with experts. Written in colleague-to-colleague style, the book helps teachers find what they need quickly and easily to address phonemic awareness, phonics, fluency, vocabulary, and comprehension.
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