Teaching Reading Sourcebook, Paperback

A bestselling, research-based guide to effective reading instruction, the Teaching Reading Sourcebook helps current and future educators bridge the gap between evidence-based reading research and actionable instructional strategies. Organized according to the guiding questions behind explicit instruction (what?, why?, when?, and how? ), this third edition includes both a research-informed knowledge base and practical sample lesson models to use in the classroom. Teachers will learn about five key elements of an effective reading program--phonemic awareness, decoding, vocabulary development, fluency, and comprehension--and they'll get teaching tips and intervention strategies to help them put principles into practice.

A hands-on teacher's guide and an essential text for professional preparation, this book is a must-have for educators at every level.

FEATURES:

• A new chapter on MTSS and its 4 key components of implementation
• Updated research references
• Common profiles of reading difficulties
• Updated NAEP results
• New statistics about English learners
• Newest Hasbrouck and Tindal Oral Reading Fluency Norms

Listed by the National Council on Teacher Quality's 2020 Teacher Prep Review as one of 10 textbooks that comprehensively and rigorously cover the scientific basis and instructional elements of the five essential components of effective reading instruction.

For more resources, please visit TeachingReadingSourcebook.com

About author(s):
Bill Honig is a founder of CORE, former State Superintendent of Public Instruction of California, former chair and vice-chair of the California Instructional Quality Commission, and author of Teaching Our Children to Read: The Role of Skills in a Comprehensive Reading Program. He currently blogs on his website Building Better Schools.

Linda Diamond is a founder and president of CORE; a national speaker on literacy, leadership, assessment, and English-language learners; a former school principal and director of instruction; author of the middle-school supplemental vocabulary intervention program Word Intelligence; co-author of Assessing Reading: Multiple Measures and the Vocabulary Handbook; and author of numerous professional articles.

Linda Gutlohn is a developer, editor, and writer of literacy products and grant proposals. She is co-author of the Vocabulary Handbook, Word ID: Assessment Across the Content Areas, and a newly published research paper entitled "Morpheme Frequency in Academic Words: Identifying High-Utility Morphemes for Instruction."

Carrie L. Cole, President, Side-by-Side Educational Consulting

Roxanne F. Hudson, Professor, University of Washington, College of Education

Holly B. Lane, Associate Professor and Director School of Special Education, School Psychology and Early Childhood Studies, College of Education, University of Florida

Jacalyn Mahler, Learning Resource Developer

Paige C. Pullen, Literacy Officer and Research Professor, Lastinger Center for Learning and School of Special Education, School Psychology and Early Childhood Studies, College of Education, University of Florida