Teach Them ALL to Read

Catching Kids Before They Fall Through the Cracks
Second Edition
Elaine K. McEwan-Adkins - The McEwan-Adkins Group
Teach Them ALL to Read
July 2009 | 248 pages | Corwin
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eBook
ISBN: 9781452273129
Available from January 0001
Paperback
ISBN: 9781412964982
Available from January 0001

Description

"The second edition of Elaine McEwan's book is a user-friendly guide that integrates research into practice. It carefully explains the research behind reading development and provides truly clear, no-nonsense steps to implement the best practices of instruction. McEwan does not sugar-coat how difficult teaching reading can be, but she provides powerful methods for achieving it."
—Jennifer Sandberg, Curriculum/Reading Coordinator
Sutherland Public School, NE

Provide effective reading instruction for every student in your classroom and schoolwide!

To successfully teach reading, teachers have to first believe that all children can learn to read—and then they have to turn that belief into a reality. In this thoroughly updated and revised version of her best-selling book, Elaine K. McEwan guides educators through the challenging but crucial work of teaching every child how to read.

Written for all teachers as well as administrators, this resource covers strategies for nine essential components of effective reading instruction: phonemic awareness, phonics, spelling, fluency, developing a reading culture, providing opportunities to read, writing, word knowledge, and comprehension. This second edition features:

  • The most up-to-date research in reading instruction
  • Effective instructional practices and strategies
  • Brief vignettes and graphic organizers that illustrate and summarize key concepts
  • A comprehensive case study of one district's remarkable success

This resource reveals precisely how educators in successful schools are teaching students to read—and how all educators can achieve the same results in their schools!

Contents

List of Figures

List of Figures

About the Author

About the Author

Preface

  • The Story Behind This Book
  • How the Reading Puzzle Has Changed
  • The Meaning of ALL
  • The Goals of This Book
  • Who This Book Is For
  • Overview of the Contents
  • Program Recommendations
  • Special Features of the Second Edition

Acknowledgments

Acknowledgments

Introduction

  • Shift Your Paradigms
  • Put Together the Reading Puzzle
  • Become an Instructional Leader
  • Summarizing the Introduction
  • Notes
  • 1. Phonemic Awareness
  • What Is Phonemic Awareness and How Do Students Acquire It?
  • When Should Phonemic Awareness Be Taught?
  • The Role of Phonemic Awareness in Skilled Reading
  • Scientific Evidence for Phonemic Awareness Instruction
  • Effective Instructional Practices for Teaching Phonemic Awareness
  • Guidelines for Implementing Phonemic Awareness Instruction
  • Summarizing Chapter 1
  • Notes
  • 2. Phonics
  • What Is Phonics and How Do Students Learn to Decode?
  • When Should Phonics Be Taught?
  • The Role of Phonics in Skilled Reading
  • Scientific Evidence for Phonics Instruction
  • Effective Instructional Practices for Teaching Phonics
  • Summarizing Chapter 2
  • Notes
  • 3. Spelling
  • What Is Spelling and How Do Students Become Good Spellers?
  • When Should Spelling Be Taught?
  • The Role of Spelling in Skilled Reading
  • Scientific Evidence for Spelling Instruction
  • Effective Instructional Practices for Teaching Spelling
  • Intensive Spelling-Based Reading Interventions
  • Summarizing Chapter 3
  • 4. Fluency
  • What Is Fluency and How Do Students Become Fluent Readers?
  • When Should Fluency Be Taught?
  • The Role of Fluency in Skilled Reading
  • Scientific Evidence for Fluency Instruction
  • Effective Instructional Practices for Facilitating Fluency
  • Summarizing Chapter 4
  • 5. Word and World Knowledge
  • What Is Word and World Knowledge and How Do Students Acquire It?
  • When Should Word and World Knowledge Be Taught?
  • The Role of Word and World Knowledge in Skilled Reading
  • Scientific Evidence for Teaching Word and World Knowledge
  • Effective Instructional Practices for Teaching Word and World Knowledge
  • Summarizing Chapter 5
  • 6. Comprehension
  • What Is Comprehension and How Do Students Become Skilled Comprehenders?
  • When Should Comprehension Be Taught?
  • The Role of Comprehension in Skilled Reading
  • Scientific Evidence for Teaching Comprehension
  • Effective Instructional Practices for Teaching Comprehension
  • Take Comprehension Instruction to the Next Level
  • Summarizing Chapter 6
  • 7. Reading a Lot
  • What Is Reading a Lot and How Do Student Become Voracious Readers?
  • When Should Reading a Lot Be Taught?
  • The Role of Reading a Lot in Skilled Reading
  • The Lack of Scientific Evidence for Reading a Lot
  • Effective Instructional Practices for Teaching Reading a Lot
  • Summarizing Chapter 7
  • 8. Writing
  • What Is Writing and How Do Students Learn to Write?
  • When Should Writing Be Taught?
  • The Relationship of Reading and Writing
  • Scientific Evidence for the Writing-Reading Connection
  • Notching Up Reading and Writing Instruction
  • Summarizing Chapter 8
  • 9. A Reading Culture
  • Welcome to Gering
  • The Gering "No Excuses" Model
  • Paradigms
  • Academic Focus
  • Curriculum, Instruction, and Assessment
  • Grouping and Time
  • Professional Development
  • Expectations
  • Sustainability Beyond NIFDI and RF
  • Summarizing Chapter 9

References

References

Index

Index

Additional materials

Description

"The second edition of Elaine McEwan's book is a user-friendly guide that integrates research into practice. It carefully explains the research behind reading development and provides truly clear, no-nonsense steps to implement the best practices of instruction. McEwan does not sugar-coat how difficult teaching reading can be, but she provides powerful methods for achieving it."
—Jennifer Sandberg, Curriculum/Reading Coordinator
Sutherland Public School, NE

Provide effective reading instruction for every student in your classroom and schoolwide!

To successfully teach reading, teachers have to first believe that all children can learn to read—and then they have to turn that belief into a reality. In this thoroughly updated and revised version of her best-selling book, Elaine K. McEwan guides educators through the challenging but crucial work of teaching every child how to read.

Written for all teachers as well as administrators, this resource covers strategies for nine essential components of effective reading instruction: phonemic awareness, phonics, spelling, fluency, developing a reading culture, providing opportunities to read, writing, word knowledge, and comprehension. This second edition features:

  • The most up-to-date research in reading instruction
  • Effective instructional practices and strategies
  • Brief vignettes and graphic organizers that illustrate and summarize key concepts
  • A comprehensive case study of one district's remarkable success

This resource reveals precisely how educators in successful schools are teaching students to read—and how all educators can achieve the same results in their schools!

Contents

List of Figures

List of Figures

About the Author

About the Author

Preface

  • The Story Behind This Book
  • How the Reading Puzzle Has Changed
  • The Meaning of ALL
  • The Goals of This Book
  • Who This Book Is For
  • Overview of the Contents
  • Program Recommendations
  • Special Features of the Second Edition

Acknowledgments

Acknowledgments

Introduction

  • Shift Your Paradigms
  • Put Together the Reading Puzzle
  • Become an Instructional Leader
  • Summarizing the Introduction
  • Notes
  • 1. Phonemic Awareness
  • What Is Phonemic Awareness and How Do Students Acquire It?
  • When Should Phonemic Awareness Be Taught?
  • The Role of Phonemic Awareness in Skilled Reading
  • Scientific Evidence for Phonemic Awareness Instruction
  • Effective Instructional Practices for Teaching Phonemic Awareness
  • Guidelines for Implementing Phonemic Awareness Instruction
  • Summarizing Chapter 1
  • Notes
  • 2. Phonics
  • What Is Phonics and How Do Students Learn to Decode?
  • When Should Phonics Be Taught?
  • The Role of Phonics in Skilled Reading
  • Scientific Evidence for Phonics Instruction
  • Effective Instructional Practices for Teaching Phonics
  • Summarizing Chapter 2
  • Notes
  • 3. Spelling
  • What Is Spelling and How Do Students Become Good Spellers?
  • When Should Spelling Be Taught?
  • The Role of Spelling in Skilled Reading
  • Scientific Evidence for Spelling Instruction
  • Effective Instructional Practices for Teaching Spelling
  • Intensive Spelling-Based Reading Interventions
  • Summarizing Chapter 3
  • 4. Fluency
  • What Is Fluency and How Do Students Become Fluent Readers?
  • When Should Fluency Be Taught?
  • The Role of Fluency in Skilled Reading
  • Scientific Evidence for Fluency Instruction
  • Effective Instructional Practices for Facilitating Fluency
  • Summarizing Chapter 4
  • 5. Word and World Knowledge
  • What Is Word and World Knowledge and How Do Students Acquire It?
  • When Should Word and World Knowledge Be Taught?
  • The Role of Word and World Knowledge in Skilled Reading
  • Scientific Evidence for Teaching Word and World Knowledge
  • Effective Instructional Practices for Teaching Word and World Knowledge
  • Summarizing Chapter 5
  • 6. Comprehension
  • What Is Comprehension and How Do Students Become Skilled Comprehenders?
  • When Should Comprehension Be Taught?
  • The Role of Comprehension in Skilled Reading
  • Scientific Evidence for Teaching Comprehension
  • Effective Instructional Practices for Teaching Comprehension
  • Take Comprehension Instruction to the Next Level
  • Summarizing Chapter 6
  • 7. Reading a Lot
  • What Is Reading a Lot and How Do Student Become Voracious Readers?
  • When Should Reading a Lot Be Taught?
  • The Role of Reading a Lot in Skilled Reading
  • The Lack of Scientific Evidence for Reading a Lot
  • Effective Instructional Practices for Teaching Reading a Lot
  • Summarizing Chapter 7
  • 8. Writing
  • What Is Writing and How Do Students Learn to Write?
  • When Should Writing Be Taught?
  • The Relationship of Reading and Writing
  • Scientific Evidence for the Writing-Reading Connection
  • Notching Up Reading and Writing Instruction
  • Summarizing Chapter 8
  • 9. A Reading Culture
  • Welcome to Gering
  • The Gering "No Excuses" Model
  • Paradigms
  • Academic Focus
  • Curriculum, Instruction, and Assessment
  • Grouping and Time
  • Professional Development
  • Expectations
  • Sustainability Beyond NIFDI and RF
  • Summarizing Chapter 9

References

References

Index

Index

Additional materials

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Teach Them ALL to Read

Catching Kids Before They Fall Through the Cracks

Elaine K. McEwan-Adkins
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July 2009 | 248 pages | Corwin

Format Published Date ISBN Price
Paperback 27/02/2023 9781412964982 $41.95
Lifetime 27/02/2023 9781452273129 $38.00

"The second edition of Elaine McEwan's book is a user-friendly guide that integrates research into practice. It carefully explains the research behind reading development and provides truly clear, no-nonsense steps to implement the best practices of instruction. McEwan does not sugar-coat how difficult teaching reading can be, but she provides powerful methods for achieving it."
—Jennifer Sandberg, Curriculum/Reading Coordinator
Sutherland Public School, NE

Provide effective reading instruction for every student in your classroom and schoolwide!

To successfully teach reading, teachers have to first believe that all children can learn to read—and then they have to turn that belief into a reality. In this thoroughly updated and revised version of her best-selling book, Elaine K. McEwan guides educators through the challenging but crucial work of teaching every child how to read.

Written for all teachers as well as administrators, this resource covers strategies for nine essential components of effective reading instruction: phonemic awareness, phonics, spelling, fluency, developing a reading culture, providing opportunities to read, writing, word knowledge, and comprehension. This second edition features:

  • The most up-to-date research in reading instruction
  • Effective instructional practices and strategies
  • Brief vignettes and graphic organizers that illustrate and summarize key concepts
  • A comprehensive case study of one district's remarkable success

This resource reveals precisely how educators in successful schools are teaching students to read—and how all educators can achieve the same results in their schools!


Table Of Contents:

  • List of Figures
  • About the Author
  • Preface
  • The Story Behind This Book
  • How the Reading Puzzle Has Changed
  • The Meaning of ALL
  • The Goals of This Book
  • Who This Book Is For
  • Overview of the Contents
  • Program Recommendations
  • Special Features of the Second Edition
  • Acknowledgments
  • Introduction
  • Shift Your Paradigms
  • Put Together the Reading Puzzle
  • Become an Instructional Leader
  • Summarizing the Introduction
  • Notes
  • 1. Phonemic Awareness
  • What Is Phonemic Awareness and How Do Students Acquire It?
  • When Should Phonemic Awareness Be Taught?
  • The Role of Phonemic Awareness in Skilled Reading
  • Scientific Evidence for Phonemic Awareness Instruction
  • Effective Instructional Practices for Teaching Phonemic Awareness
  • Guidelines for Implementing Phonemic Awareness Instruction
  • Summarizing Chapter 1
  • Notes
  • 2. Phonics
  • What Is Phonics and How Do Students Learn to Decode?
  • When Should Phonics Be Taught?
  • The Role of Phonics in Skilled Reading
  • Scientific Evidence for Phonics Instruction
  • Effective Instructional Practices for Teaching Phonics
  • Summarizing Chapter 2
  • Notes
  • 3. Spelling
  • What Is Spelling and How Do Students Become Good Spellers?
  • When Should Spelling Be Taught?
  • The Role of Spelling in Skilled Reading
  • Scientific Evidence for Spelling Instruction
  • Effective Instructional Practices for Teaching Spelling
  • Intensive Spelling-Based Reading Interventions
  • Summarizing Chapter 3
  • 4. Fluency
  • What Is Fluency and How Do Students Become Fluent Readers?
  • When Should Fluency Be Taught?
  • The Role of Fluency in Skilled Reading
  • Scientific Evidence for Fluency Instruction
  • Effective Instructional Practices for Facilitating Fluency
  • Summarizing Chapter 4
  • 5. Word and World Knowledge
  • What Is Word and World Knowledge and How Do Students Acquire It?
  • When Should Word and World Knowledge Be Taught?
  • The Role of Word and World Knowledge in Skilled Reading
  • Scientific Evidence for Teaching Word and World Knowledge
  • Effective Instructional Practices for Teaching Word and World Knowledge
  • Summarizing Chapter 5
  • 6. Comprehension
  • What Is Comprehension and How Do Students Become Skilled Comprehenders?
  • When Should Comprehension Be Taught?
  • The Role of Comprehension in Skilled Reading
  • Scientific Evidence for Teaching Comprehension
  • Effective Instructional Practices for Teaching Comprehension
  • Take Comprehension Instruction to the Next Level
  • Summarizing Chapter 6
  • 7. Reading a Lot
  • What Is Reading a Lot and How Do Student Become Voracious Readers?
  • When Should Reading a Lot Be Taught?
  • The Role of Reading a Lot in Skilled Reading
  • The Lack of Scientific Evidence for Reading a Lot
  • Effective Instructional Practices for Teaching Reading a Lot
  • Summarizing Chapter 7
  • 8. Writing
  • What Is Writing and How Do Students Learn to Write?
  • When Should Writing Be Taught?
  • The Relationship of Reading and Writing
  • Scientific Evidence for the Writing-Reading Connection
  • Notching Up Reading and Writing Instruction
  • Summarizing Chapter 8
  • 9. A Reading Culture
  • Welcome to Gering
  • The Gering "No Excuses" Model
  • Paradigms
  • Academic Focus
  • Curriculum, Instruction, and Assessment
  • Grouping and Time
  • Professional Development
  • Expectations
  • Sustainability Beyond NIFDI and RF
  • Summarizing Chapter 9
  • References
  • Index

Recent Product Reviews:

"Once again Elaine McEwan does an exceptional job reviewing the literature and polling practitioners to come up with an interesting and challenging picture of literacy instruction in the United States. The readability of her book, combined with the depth of her research, makes this a must-read for anyone seriously contemplating how to finally 'teach them ALL to read.' This book is a wonderful choice for a faculty to read and study together."
Ron Collins, Principal, Carpenter School, Brighton, MI
"This book provided me with more depth and uderstanding of the reading process than any other book I have read recently. It provides both examples of how instruction should look in the classroom as well as research behind why it should look that way. Teachers, administrators, and even parents can read this to find out how each component of the reading process should be taught in order to catch those kids who might fall through the cracks."
Teena Linch Daniels, Director of Federal and State Grants, Casa Grande Elementary School District, AZ
"This author throws administrators a needed lifesaver! This book is clearly a must-read for educational leaders establishing literacy initiatives that are evidence based. McEwan's unique experience and her manner provide exactly what is needed to guide principals and other educational leaders who may feel overwhelmed by the plethora of information on reading initatives."
Sally Grimes, Educational Consultant, Founding Director, The Grimes Reading Institute
"Knowing what it takes to teach children to read isn't enough. We have to get more people to do the things that we know work. This is why experts like Elaine McEwan are so important. She gets the word out to other educators and shows them how students learn to read. Her newest book shows us exactly what needs to be done if we truly want ALL our kids to learn to read."
David Montague, Educational Consultant
“The second edition of Elaine McEwan’s book is a user-friendly guide that integrates research into practice. It carefully explains the research behind reading development and provides truly clear, no-nonsense steps to implement the best practices of instruction. McEwan does not sugar-coat how difficult teaching reading can be, but she provides powerful methods for achieving it.”
Jennifer Sandberg, Curriculum/Reading Coordinator, Sutherland Public School, NE

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