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Basic reading proficiency is key to success in all content areas, but attending to students' literacy development remains a challenge for many teachers, especially after the primary grades. "Knowledge to Support the Teaching of Reading" presents recommendations for the essential knowledge about the development, acquisition, and teaching of language and literacy skills that teachers need to master and use. This important book is one result of an initiative of the National Academy of Education's Committee on Teacher Education, whose members have been charged with the task of creating a core knowledge base for teacher education.
Basic reading proficiency is key to success in all content areas, but attending to students' literacy development remains a challenge for many teachers, especially after the primary grades. "Knowledge to Support the Teaching of Reading" presents recommendations for the essential knowledge about the development, acquisition, and teaching of language and literacy skills that teachers need to master and use. This important book is one result of an initiative of the National Academy of Education's Committee on Teacher Education, whose members have been charged with the task of creating a core knowledge base for teacher education.
Preface ix
National Academy of Education’s Reading Sub-Committee Members xi
Acknowledgments xiii
About the Authors xv
1 Yet Another Report About Teacher Education? 1
2 Students Change: What are Teachers to Learn About Reading Development? 15
3 Students Vary: How Can Teachers Address All Their Needs? 123
4 Students Encounter Difficulties: When Teachers Need Specialized Knowledge 161
5 Learning to Use Reading Assessments Wisely 177
6 A Model of Professional Growth in Reading Education 201
Appendix 225
References 235
Name Index 295
Subject Index 301
THE EDITORS
CATHERINE E. SNOW is the Henry Lee Shattuck Professor at the Harvard Graduate School of Education. She conducts research on first and second language acquisition and literacy development in monolingual and bilingual children.
PEG GRIFFIN is a research affiliate of the Laboratory of Comparative Human Cognition of the University of California at San Diego. She studies language and literacy in various school subjects and in preschools.
M. SUSAN BURNS is co-coordinator of the Early Childhood Education Program in the College of Education and Human Development at George Mason University. She studies cognition, language, and literacy in the early childhood education of culturally, linguistically, and ability diverse children. In addition to the editors, the subcommittee includes Gina Cervetti, Claude Goldenberg, Louisa Moats, Annemarie Palincsar, P. David Pearson, Dorothy Strickland, and MaryEllen Vogt.
"This volume builds on the National Research Council Report How People Learn and what we know about effective teacher education practices to address the important issue of preparing all K-12 teachers to teach reading." --John Bransford, University of Washington, co-chair of the Committee on Teacher Education "This book should be read by teachers, teacher educators, and policy makers who are interested in ensuring that all teachers have the knowledge and skills necessary to teach all students to read." --Linda Darling-Hammond, Stanford University, co-chair of the Committee on Teacher Education "Knowledge to Support the Teaching of Reading could serve as a guide to those designing teacher education courses and programs and to those interested in hiring knowledgeable new teachers." --George Hillocks, University of Chicago "The authors know the literature very well?indeed, it is an excellent job of taking the research data and using them in a way that teachers can take advantage of." --Walter Kintsch, University og Colorado, Boulder
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