The National Council of released a report on how ed schools do -- or more properly, do not--prepare teachers to teach reading.
In this groundbreaking report, NCTQ studied a large representative sampling of ed schools to find out what future elementary teachers are--and are not--learning about reading instruction. The report, the most comprehensive of its kind, determined that education schools are ignoring the principles of good reading instruction that would prepare prospective teachers how to better teach reading.
Below the fold, a list of the works that NCTQ thought teachers of reading should have read.
Below the fold, a list of the works that NCTQ thought teachers of reading should have read.
In the report, the authors made passing mention of some works that teachers of reading should read. They did not, however, list the works in an easy-to use fashion. So I did. Note: the citations are not in academic format--not all authors are listed, I don't indicate editor vs. author, and so on. I use ISBN.
A List of Books for Teachers of Reading and Language Arts
Teacher educators clearly have not reached any sort of consensus about a single scholar or text that serves as essential reading in the field. In truth, the field is a free-for-all.
Other fields generally agree upon a few scholars or texts that every student of the field should read in introductory courses. For example, sociology students all read Max Weber, medical students refer to Gray’s Anatomy, and economics majors read John Maynard Keynes and Adam Smith. No such author or core text exists in the reading instruction in schools of education.
Recommendations (from NCTQ and John Wills Lloyd) The quoted descriptions are from Amazon and elsewhere. I didn't provide links to Amazon, I provided the ISBNs. You can just plug the ISBN into any search engine and the search will return all kinds of vendors.
Adams, Marilyn Jager Beginning to Read: Thinking and Learning about Print (Paperback) ISBN: 0262510766
Beginning to Read reconciles the debate that has divided theorists for decades over the "right" way to help children learn to read. Drawing on a rich array of research on the nature and development of reading proficiency, Adams shows educators that they need not remain trapped in the phonics versus teaching-for-meaning dilemma. She proposes that phonics can work together with the whole language approach to teaching reading and provides an integrated treatment of the knowledge and process involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction.
Adams, Marilyn Jager Phonemic Awareness in Young Children: A Classroom Curriculum (Spiral-bound) ISBN: 1557663211
Phonemic awareness is the first step in any child's journey to literacy, and more than 25% of all children don't master it by third grade. Specifically targeting phonemic awareness, this program helps young children learn to distinguish the individual sounds that make up words and affect their meanings. With the unique screening method that accommodates up to 15 children at a time, educators can gauge the general skill level of the class and identify children who may need additional testing. And teachers can choose from a range of activities to use with the whole class-from simple listening games to more advanced sound manipulation exercises such as rhyming, alliteration, and segmentation.
Beck, Isobel Bringing Words to Life: Robust Vocabulary Instruction (Paperback) ISBN: 1572307536 "
This little book is a gem. It shows how teachers can teach word meanings so powerfully that students of all ages will be able to grasp an author's meaning or communicate their own more effectively. The book offers a well-organized and first-rate plan for teaching vocabulary, presented by a team of researchers with a genuine grasp of the practical."--Timothy Shanahan, PhD, Center for Literacy, University of Illinois at Chicago
Birsh, Judith R Multisensory Teaching Of Basic Language Skills (Hardcover) ISBN: 1557666768
In Multisensory Teaching of Basic Language Skills, Dr. Judith Birsh has succeeded in bringing together the expertise of a constellation of respected and well-known contributors to produce what will undoubtedly become a highly prized and much-used text/reference book in the field of dyslexia and learning differences. Calling on various authorities to write sections in their area(s) of greatest interest and strength, she has developed a greatly needed resource for understanding, teaching, assessing, and parenting those who have dyslexia and related disorders.
Carnine, Douglas Jerry Silbert, Edward J. Kame'enui, Sara Tarver Direct Instruction Reading, Fourth Edition (Hardcover) ISBN: 0131123084
Based on the latest guidelines from the National Reading Panel, this practical guide to teaching reading uses the direct instruction reading approach, a proven program that's especially powerful with the most vulnerable of learners—those at risk because of poverty, disability, and/or a limited command of English. The emphasis is on inclusion, which uses language and demonstrations understood by all children. Nationally known and respected authors don't simply list method after method; rather, they provide a specific repertoire of carefully sequenced procedures that teach decoding, comprehension, content reading, and study skills. Strategies are recommended for each skill to be mastered; discussions of optimal timing and error correction, along with numerous examples, are included. In addition, the authors carefully and thoughtfully examine the relationships among different reading skills. For educators who need a thoughtful, sensitive, and informative book that will enhance their ability to teach reading, to any student in any context.
Chall, Jeanne The Academic Achievement Challenge: What Really Works in the Classroom? (Paperback) ISBN: 1572307684
"In her last book, Jeanne Chall brings her vast experience with the field of education and her rigorous scholarship to bear on what has become the hottest topic of the day. Expanding her focus from literacy to the full range of curriculum, Chall concludes that the preponderance of evidence supports a strong teacher-centered approach to education over methods that transfer primary responsibility for learning to students. This book may well define the educational debates of the next decade. It provides both a needed historical perspective on educational fads and facts, and an incisive analysis of the forces affecting educational change. As such, The Academic Achievement Challenge ought to be required reading for anyone entering the profession of education today." --Andrew Biemiller, PhD, Professor and Coordinator of MA Teacher Education Program, Institute of Child Study, University of Toronto
Chall, Jeanne Readings on Language and Literacy: Essays in Honor of Jeanne S. Chall (Paperback) ISBN: 1571290397
Through theoretical analyses and practical guidelines, these essays address issues of reading materials, instruction, and assessment. They provide definitive research on critical contemporary issues, including the language-phonics debate–why successful practices have fallen out of favor; multicultural basal readers–-why some may actually retard reading growth; and reading skills assessment techniques–why current methods may neglect a large subset of reading disabilities. These reports indicate the salience of a swing back to a greater focus on building the phonics and skills base.
Chall, Jeanne The Reading Crisis : Why Poor Children Fall Behind (Paperback) ISBN: 0674748859
Using Chall's widely applied model of reading development, the authors examine the strengths and weaknesses in the reading, writing, and language development of children from low-income families in an attempt to identify the onset of their difficulties. They show how, in the transition from learning the medium to understanding the message, the demands on children's reading skills become significantly more complex. The crucial point is fourth grade, when students confront texts containing unfamiliar words and ideas that are beyond the range of their own experience. According to Chall's findings, the lack of specific literacy skills--not cognitive factors--explains the deceleration in the reading and writing development of low-income children. The authors outline an active role for the schools in remedying weaknesses in literacy development, and give suggestions for the home and the community. Their recommendations address both practical issues in instruction and the teacher-student dynamic that fosters literacy development.
Chall, Jeanne Reading Difficulties (Paperback) ISBN: 0845403524
A handbook for teaching essential reading skills to students of all ages. Includes spelling, vocabulary, and writing development. Addresses causes and treatments of reading difficulties; includes an interactional approach to assessment and teaching. Includes 20 annotated case studies.
Chall, Jeanne Stages of Reading Development (Hardcover) ISBN: 0155030817
Chall, Jeanne Learning to Read: The Great Debate (Paperback) ISBN: 0070103917
This is an update to Chall's classic that assessed the basal (basic beginners) reading series created by the publishers for our public schools. Has been influencial (unfortunately not enough). Strongly recommend to give overview of phonics, its advantages over Whole Language. Is textbook on the topic, not workbook. Also gives historical perspective. As Chall notes individual are continuously rediscovering what language experts in past decades have already known about the advantages of various aspects of phonics.
Chall, Jeanne Teaching & Assessing Phonics: Why, What, When, How (Paperback) 1996 ISBN: 0838823149
Chall, Jeanne From reading research to practice
Gunning, Thomas G. Creating Literacy: Instruction For All Students (2005) ISBN: 0205451217
The content is organized around the five components isolated by the National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The text explains what scientifically based research is and its importance to practitioners in the field of reading. The author includes the four-part processor system validated by fMRI (functional magnetic resonance imaging) and other brain-scanning research: orthographic, phonological, meaning, and context as a basis for assessment and teaching young children how to read. Systematic, explicit instruction is defined according to the definitions used by researchers. Phoneme awareness is appropriately addressed and given deep attention including the articulation features of speech sounds. Scientific studies are regularly referenced with brief abstracts provided to give the reader additional information to support the claims made. The author consistently addresses the needs of struggling readers.
Handbook of Early Literacy Research vol. I ISBN: 1572308958 and vol. 2 ISBN: 1593851847
In this comprehensive and timely volume, the authors provide a wide range of perspectives on early reading. They emphasize early childhood and the prereading experiences that children need before first grade. The articles are informative, presenting the latest research on reading as well as addressing some of the controversies in reading instruction. The book is well organized and well edited....The role of parents is fully discussed, and special attention is given to poverty and race. The tone is nonpolemic and persuasive. Extensive bibliographies complement each entry. This is an important volume for educators, policy makers, and parents and should be widely available. Highly recommended for upper-division undergraduates and above."--Choice
Hart, Betty Meaningful Differences in the Everyday Experience of Young American Children (Hardcover) ISBN: 1557661979
This establishes a definite, studied link between early childhood experiences and later intellectual development, providing a strong study which focuses on American childhood experiences and which analyzes the strong differences to be found between children at the same age levels. An excellent, thought-provoking study
Moats, Louisa Cook Speech to Print: Language Essentials for Teachers (Paperback) ISBN: 1557663874 and Speech to Print Workbook: Language Exercises for Teachers (Paperback) ISBN: 155766630X
This thorough and well-written book ties textbook theory to classroom practice, transcribing the process of learning how to read-from speech to print! Working through the excercises will enable you to recognize, understand, and solve problems that children encounter when learning to read and write. Self-tests are included within the chapters for you to rehearse the language skills presented. omplete with case studies, field-tested lesson plans and their adaptations, and extensive appendices of answer keys.
Moats, Luisa Cook Straight Talk About Reading : How Parents Can Make a Difference During the Early Years (Paperback) SBN: 0809228572
Today's parents are increasingly concerned about the reading and spelling skills taught in schools and are taking charge of their children's education. Full of ideas and suggestions --from innovative preschool exercises to techniques that older children can use to increase reading speed and comprehension-- Straight Talk About Reading will instantly help any parent lay a solid foundation for their child's formative educational years.
Nagy, William Teaching Vocabulary to Improve Reading Comprehension (Paperback) ISBN: 0872071510
This practical book based on sound research shows teachers how to use vocabulary instruction more effectively to improve reading comprehension. Nagy provides clearly explained examples of useful approaches to vocabulary instruction (mainly prereading activities) that classroom teachers can use or adapt. Classroom teachers and reading specialists working in the upper elementary grades and above will find this book especially helpful.
Nagy, William Teaching Word Meanings (Paperback) ISBN: 0805843647
This book offers a comprehensive approach to vocabulary instruction. It offers not just practical classroom activities for teaching words (though plenty of those are included), but ways that teachers can make the entire curriculum more effective at promoting students' vocabulary growth. It covers the 'why to' and 'when to' as well as the 'how to' of teaching word meanings.
Stanovich, Keith Progress in Understanding Reading: Scientific Foundations and New Frontiers (Hardcover) ISBN: 1572305649
"Graduate students and researchers new to the field of literacy research will find this volume to be both a history lesson and a framework from which to think about current political issues in reading research and reading education. What might draw in both novice and seasoned researchers are the stories behind the studies: collaborations with like-minded colleagues, hypotheses that did not pan out, and reconsiderations of earlier beliefs....Progress in Understanding Reading will likely become a staple in the collections of those interested in the psychological aspects of reading, regardless of their political persuasions when it comes to reading research and practice. This volume marks an important era in the history of research on literacy acquisition."--Teachers College Record