A Tutoring Primer: Reading with K-6 Struggling Readers, English Learners, and Families has been developed for tutors in teacher education programs who have little or no knowledge of reading and writing instruction. The book provides foundational knowledge in content, pedagogy, and assessment that can be quickly accessed, understood, and applied. The book is organized into five parts, each of which can stand alone. It begins with definitions of literacy, and how language and literacy are acquired by young children. Part ...
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A Tutoring Primer: Reading with K-6 Struggling Readers, English Learners, and Families has been developed for tutors in teacher education programs who have little or no knowledge of reading and writing instruction. The book provides foundational knowledge in content, pedagogy, and assessment that can be quickly accessed, understood, and applied. The book is organized into five parts, each of which can stand alone. It begins with definitions of literacy, and how language and literacy are acquired by young children. Part II highlights specific areas of reading and writing, and how to teach and assess each area. Part III focuses on reading pedagogy, while Part IV is devoted to writing. Each include lesson plans and ideas for adapting instruction. The final section covers communicating with families. A Tutoring Primer includes video links that provide clear examples of instruction and assessment, as well as case studies. The text is ideal for introductory literacy methods courses, or any class with a service learning component. It can also be used by school districts to provide training for aides and volunteers. Julie Pennington , who holds a Ph.D. in curriculum and instruction, is a professor and director of the Center for Learning and Literacy at the University of Nevada, Reno. She is the author of several books, including The Colonization of Literacy Education: A Story of Reading in One Elementary School . Rachel Salas , Ph.D., is an assistant professor at the University of Nevada, Reno. A dedicated literacy educator, she focuses on the academic literacy needs of English language learners. Her current research deals with sociocultural aspects of language and literacy development and ways to improve literacy instruction for students in at-risk conditions.
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