Overview

A student-centered focus on reading instruction that fosters students’ motivation and passion for reading Teaching Reading in the 21st Century: Motivating All Learners takes a student-centered approach to teaching reading, emphasizing motivation over efficiency in order to develop students who want to read, and therefore can read. Based on the most current research, this text covers the five major components of reading while constantly reinforcing the idea that motivation leads to students who read widely and deeply, allowing the students’ fluency, vocabulary, and comprehension to grow. The 6th Edition has been extensively revised, with a new chapter (6) on selecting texts, significant updates to the topic of assessment, and an increased emphasis on digital texts and other online resources. Also available with MyLab Education By combining trusted author content with digital tools and a flexible platform, MyLab personalizes the learning experience and improves results for each student. MyLab Education gives teacher candidates opportunities to apply theory to practice — better preparing them for success in their future classrooms. Note: You are purchasing a standalone product; MyLab Education does not come packaged with this content. Students, if interested in purchasing this title with MyLab Education, ask your instructor to confirm the correct package ISBN and Course ID. Instructors, contact your Pearson representative for more information. If you would like to purchase both the physical text and MyLab Education, search for: 0135166888 / 9780135166888 Teaching Reading in the 21st Century: Motivating All Learners and MyLab Education with Enhanced Pearson eText -- Access Card Package Package consists of: 0135169968 / 9780135169964 MyLab Education with Pearson eText -- Access Card -- for Teaching Reading in the 21st Century: Motivating All Learners 0135196752 / 9780135196755 Teaching Reading in the 21st Century: Motivating All Learners

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9780135196755

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Reviews

[Strengths include] Attention to all of the significant literacy processes... Excellent synthesis of research, theory, and practice. Content is also supported with teachers' instructional practices and routines. - Dr. Trinidad Lewis, California State University, Long Beach [This text] covers a lot of what I cover in my courses (and need multiple books to cover). The book has a lot to offer future teachers and practicing teachers because it is packed full of information about both reading and writing instruction and assessment. - Dr. Chrystine Mitchell, Pennsylvania State University, Berks ... Provides a comprehensive treatment of the topics addressed. The content is grounded in research and applicable to educators. Numerous examples are provided to illustrate integral concepts. - Dr. Julia Hagge, The Ohio State University at Marion

[Strengths include] Attention to all of the significant literacy processes... Excellent synthesis of research, theory, and practice. Content is also supported with teachers' instructional practices and routines. - Dr. Trinidad Lewis, California State University, Long Beach [This text] covers a lot of what I cover in my courses (and need multiple books to cover). The book has a lot to offer future teachers and practicing teachers because it is packed full of information about both reading and writing instruction and assessment. - Dr. Chrystine Mitchell, Pennsylvania State University, Berks ... Provides a comprehensive treatment of the topics addressed. The content is grounded in research and applicable to educators. Numerous examples are provided to illustrate integral concepts. - Dr. Julia Hagge, The Ohio State University at Marion

Author Information

About our authors Peter Dewitz is an educational consultant and researcher who spends most of his time working with teachers and children in public schools. Peter has taught at the University of Toledo, the University of Virginia and Mary Baldwin University and has worked as a visiting researcher at the Harvard Graduate School of Education. He taught in the upper elementary grades and his major research interests are educational materials (specifically the efficacy of reading programs), the development and instruction of reading comprehension, and the uses and abuses of assessments in our schools. Michael F. Graves is a professor emeritus of literacy education at the University of Minnesota and a member of the Reading Hall of Fame. Mike taught in the upper grades, and his research and writing focus on vocabulary learning and instruction and comprehension instruction. His current major research effort is an IES-funded research and development project on teaching word-learning strategies. Bonnie B. Graves is a full-time education writer and the author of 15 books for children. Bonnie taught in third and fourth grades, and her major interest is making literature enticing and accessible to beginning and middle-grade learners. In addition to writing, Bonnie currently spends time working with children, teachers and other educators on children's writing. Connie Juel is a professor of education at Stanford University. Her research centers on literacy acquisition, especially as it is affected by school instruction. She is noted for both her longitudinal research on reading development (often following children across multiple school years) and her work on interventions to help struggling readers. She was awarded the National Reading Conference's 2002 Oscar Causey Award for outstanding contributions to reading research and was elected to the Reading Hall of Fame by the International Reading Association in 2001. Keep up with the Teaching Reading in the 21st Century author team! Visit them at www.teachingreading21stcentury.com to read their blog posts, discover helpful teaching suggestions, or to contact them directly.

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