All Children Read: Teaching for Literacy in Today's Diverse Classroom, 3rd Edition

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Press: Pearson; 3 edition (April 26, 2010)
Publication Date:2010-4
Author Name:Temple, Charles A.; Ogle, Donna; Crawford, Alan N.
Edition:3rd Edition


Written by one of the most dynamic author teams in the field of Reading and Literacy, the third edition of All Children Read continues to offer K-8 teachers the best practices for developing reading and writing in all students. 
The new edition increases its emphasis on critical thinking, English language learners, assessment, the integration of curriculum across the content areas, and response to intervention.
Central to the book are the six overriding themes—the struggling reader, family/community literacy; new literacies; writing and reading connections; developmental, cultural, and linguistic diversity; and phonics/phonological awareness—interwoven throughout this text.

About the Author

Charles Temple teaches courses in literacy, children’s literature, storytelling, and peace studies at Hobart and William Smith Colleges in Geneva, New York; and trains and advises college students tutoring for literacy in local schools. 
Temple has written books on emergent literacy, invented spelling, writing instruction, language arts, diagnosis and remediation of reading disabilities, teaching for critical thinking, and children’s literature.
With Alan Crawford and Jean Gillet he co-authored The Developmental Literacy Inventory, a comprehensive assessment instrument.
Temple is a director of Critical Thinking International, Inc.
( a non-profit corporation that develops training materials and sends out mid-career professionals to offer staff development projects in literacy and critical thinking around the world.
He has helped authors develop indigenous children’s literature for Roma children in Eastern Europe, for refugee children in the Caucasus, and for children living in post-conflict area in Africa.
Temple most recently offered workshops on literacy and critical thinking in Haiti, El Salvador, Argentina, Romania, Turkey, and Liberia.
Donna Ogle is Professor of Education at National-Louis University in Chicago, , Illinois, and is actively involved in research and professional development within the US and internationally.
She is senior consultant to the Chicago Striving Readers Research Project, is a director of the Chicago Literacy Instruction Partnership (CLIP) and is co-director of the Reading Leadership Institute.
, She also serves as a literacy consultant internationally, including Critical Thinking International and Somos Maestros in Mexico.
Donna is also on the editorial review boards of The Reading Teacher, the Journal of Adolescent and Adult Literacy, and the LRA Yearbook.
She is the author of many books, book chapters, and professional articles .
Her recent books include Partnering for Content Literacy: PRC2 in Action (Perason), Engaging in the Language Arts: Exploring the Power of Language (with J.
Beers, Pearson) and Reading Comprehension: Strategies for Independent Learners (with C.
Blachowicz, Guilford).
Donna is a past president of the International Reading Association (IRA) and an elected member of the Reading Hall of Fame.
Alan Crawford is Emeritus Professor of Education at California State University, Los Angeles.
He is Past President of the California Reading Association and has done extensive teaching, consulting, and writing on teaching reading in the elementary school, especially for English language learners.
Alan has written curriculum for teaching reading in Spanish and serves on the Editorial Review Board of Lectura y Vida.
He served as IRA’s representative to UNESCO for many years, and was a Senior Literacy Specialist at UNESCO in Paris during International Literacy Year (1989-1990).
He is a director of Critical Thinking International.
He frequently presents workshops on a volunteer basis for international development projects in Latin America, Europe, Asia, and Africa.
Penny Frepponis professor of education at the University of Cincinnati.
Her professional work has focused on workshop-based and literature-rich instruction that attends to children’s skill development, as well as working with teachers of young children, especially in urban classrooms.
She works with Ohio teachers in a state-wide professional development project and is a member of Critical Thinking International.
Those who are afraid that current trends in reading instruction run the risk of dismantling much that is good in child-centered instruction will be much encouraged by Dr.
Freppon’s thoughtful attention to skills in the context of meaning-centered instruction.


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Comment List (Total:13)

  •     I purchased "new" book to get the MyEducation Lab component of the course. Pearson will NOT refund for a defective code. I cannot return the code and have wasted over $100 for a book and code that are not usable. DO NOT PURCHASE THIS IF YOU ARE ATTEMPTING TO USE THE MY EDUCATION LAB COMPONENT. If for some reason it does not function with the Pearson website, you will have wasted your money. I am highly disappointed with the product.
  •     This book is a wonderful resource for primary grade teachers in helping children with reading and writing strategies. It is easy to read and not overly wordy.
  •     I ordered this book for a class and found it was an easy to read book (also enjoyable). Simple, but well written.
  •     I had to purchase this textbook for a class but upon reading it is very nicely laid out. Easy to follow, very well laid out. It also arrived very quickly!
  •     The book came to me in the exact condition that was stated on the website. I did pay for 2 day shipping which I do not feel I received but I got the book in time so I am not too...
  •     I was sold a new book (the lab school version) with no lab school code. I have called and I wait to see whether the new one they send really comes with a code.
  •     I bought this book for a class I am taking. And was so happy that I paid well below the price that it was selling at my school bookstore.
  •     Book is not well organized. Trouble following because it jumps from topic to topic. Wish we used a different textbook in class.
  •     The book wasn't shipped until a week after it was supposed to be, but it arrived within the correct timeframe. The book was in good condition and it was properly packaged.
  •     The product is in great condition and is as advertised. I am quite happy with my purchase. I received it in plenty of time for my term paper.
  •     Hmmmmm
  •     this was my school book, it got me an A, but I had to buy it
  •     Good book. As described.

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