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Why cant U teach me 2 read?

Why cant U teach me 2 read?
Author: Beth Fertig
Publisher: Farrar, Straus and Giroux
Total Pages: 368
Release: 2009-09-15
Genre: Education
ISBN: 1429942436

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Why cant U teach me 2 read? is a vivid, stirring, passionately told story of three students who fought for the right to learn to read, and won—only to discover that their efforts to learn to read had hardly begun. A person who cannot read cannot confidently ride a city bus, shop, take medicine, or hold a job—much less receive e-mail, follow headlines, send text messages, or write a letter to a relative. And yet the best minds of American education cannot agree on the right way for reading to be taught. In fact, they can hardly settle on a common vocabulary to use in talking about reading. As a result, for a quarter of a century American schools have been riven by what educators call the reading wars, and our young people have been caught in the crossfire. Why cant U teach me 2 read? focuses on three such students. Yamilka, Alejandro, and Antonio all have learning disabilities and all legally challenged the New York City schools for failing to teach them to read by the time they got to high school. When the school system's own hearing officers ruled in the students' favor, the city was compelled to pay for the three students, now young adults, to receive intensive private tutoring. Fertig tells the inspiring, heartbreaking stories of these three young people as they struggle to learn to read before it is too late. At the same time, she tells a story of great change in schools nationwide—where the crush of standardized tests and the presence of technocrats like New York's mayor, Michael Bloomberg, and his schools chancellor, Joel Klein, have energized teachers and parents to question the meaning of education as never before. And she dramatizes the process of learning to read, showing how the act of reading is nothing short of miraculous. Along the way, Fertig makes clear that the simple question facing students and teachers alike—How should young people learn to read?—opens onto the broader questions of what schools are really for and why so many of America's schools are faltering. Why cant U teach me 2 read? is a poignant, vital book for the reader in all of us.


Learning How to Learn

Learning How to Learn
Author: Barbara Oakley, PhD
Publisher: Penguin
Total Pages: 256
Release: 2018-08-07
Genre: Juvenile Nonfiction
ISBN: 052550446X

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A surprisingly simple way for students to master any subject--based on one of the world's most popular online courses and the bestselling book A Mind for Numbers A Mind for Numbers and its wildly popular online companion course "Learning How to Learn" have empowered more than two million learners of all ages from around the world to master subjects that they once struggled with. Fans often wish they'd discovered these learning strategies earlier and ask how they can help their kids master these skills as well. Now in this new book for kids and teens, the authors reveal how to make the most of time spent studying. We all have the tools to learn what might not seem to come naturally to us at first--the secret is to understand how the brain works so we can unlock its power. This book explains: • Why sometimes letting your mind wander is an important part of the learning process • How to avoid "rut think" in order to think outside the box • Why having a poor memory can be a good thing • The value of metaphors in developing understanding • A simple, yet powerful, way to stop procrastinating Filled with illustrations, application questions, and exercises, this book makes learning easy and fun.


Resistant Students

Resistant Students
Author: Mary Skvorak
Publisher: Rowman & Littlefield
Total Pages: 139
Release: 2013
Genre: Education
ISBN: 161048908X

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Resistant Learners: Reach Me Before You Teach Me focuses on those students whose behavior limits their learning and challenges their teachers while perhaps interrupting the learning cycle of their peers. Each chapter explains the theoretical and research background for each topic. Most importantly, each chapter satisfies the intentional design of the book--to offer situational examples and dialog that clearly shows how building trusting relationships can happen and how making positive personal connections with students might actually look. Practicing teachers, pre-service teachers, teacher educators, professional development staff and school administrators who represent the field of education as caring professionals will benefit from this book.


The Book Whisperer

The Book Whisperer
Author: Donalyn Miller
Publisher: John Wiley & Sons
Total Pages: 244
Release: 2009-03-16
Genre: Education
ISBN: 0470372273

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Turn any student into a bookworm with a few easy and practical strategies Donalyn Miller says she has yet to meet a child she can’t turn into a reader. No matter how far behind Miller's students might be when they reach her 6th grade classroom, they end up reading an average of 40 to 50 books a year. Miller's unconventional approach dispenses with drills and worksheets that make reading a chore. Instead, she helps students navigate the world of literature and gives them time to read books they pick out themselves. Her love of books and teaching is both infectious and inspiring. In the book, you’ll find: Hands-on strategies for managing and improving your own school library Tactics for helping students walk on their own two feet and continue the reading habit after they’ve finished with your class Data from student surveys and end-of-year feedback that proves how well the Miller Method works The Book Whisperer includes a dynamite list of recommended "kid lit" that helps parents and teachers find the books that students really like to read.


Reading Researchers in Search of Common Ground

Reading Researchers in Search of Common Ground
Author: Rona F. Flippo
Publisher: Routledge
Total Pages: 392
Release: 2012-03-22
Genre: Education
ISBN: 1136861068

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In Reading Researchers in Search of Common Ground, Second Edition, Rona F. Flippo revisits her groundbreaking Expert Study, in which she set out to find common ground among experts in the much-fragmented field of reading research. The original edition, featuring contributions from participants in the Expert Study, commentary from additional distinguished literacy scholars with specialized experiences and vantage points from which to view it, and recommendations for use of its findings, was published in 2001 and has become a classic in the field. The Expert Study’s findings and discussions related to it remain provocative, viable, and highly relevant. Taking a fresh look at it, and its current implications for literacy education and common ground in light of the newest thinking and research of today, the Second Edition includes four new chapters from leaders in the field who discuss the Study from their unique vantage points (literacy trends, emergent writing development, a comprehensive literacy curriculum, and a comparative analysis of the study’s findings and recommendations). It is a must-read resource for the entire literacy community − researchers, teacher educators, graduate students, administrators, practitioners, and policymakers.


Do I Really Have to Teach Reading?

Do I Really Have to Teach Reading?
Author: Cris Tovani
Publisher: Taylor & Francis
Total Pages: 223
Release: 2023-10-10
Genre: Education
ISBN: 1003842526

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Do I really have to teach reading? This is a question many teachers ask, wondering how they can add a new element to an overloaded curriculum. The answer is yes; if teachers want their students to learn complex new concepts in different disciplines, they need to help develop their students’ reading skills.In Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 , author Cris Tovani takes on the challenge of helping students apply reading comprehension strategies in any subject. Tovani shows how teachers can expand on their content expertise to provide the instruction students need to understand specific technical and narrative texts. Inside the book you’ll find: Examples of how teachers can model their reading process for students Ideas for supplementing and enhancing the use of required textbooks Detailed descriptions of specific strategies taught in context Stories from different high school classrooms to show how reading instruction varies according to content Samples of student work, including both struggling readers and college-bound seniors Comprehension Constructors : guides designed to help students recognize and capture their thinking in writing while reading Guidance on assessing students Tips for balancing content and reading instruction Tovani’s humor, honesty, and willingness to share her own struggles as a teacher make this a unique take on content reading instruction that will be valuable to reading teachers as well as content specialists.


Reading Reconsidered

Reading Reconsidered
Author: Doug Lemov
Publisher: John Wiley & Sons
Total Pages: 453
Release: 2016-02-29
Genre: Education
ISBN: 1119104246

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TEACH YOUR STUDENTS TO READ WITH PRECISION AND INSIGHT The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the subjects we teach reading is first among equals. Grounded in advice from effective classrooms nationwide, enhanced with more than 40 video clips, Reading Reconsidered takes you into the trenches with actionable guidance from real-life educators and instructional champions. The authors address the anxiety-inducing world of Common Core State Standards, distilling from those standards four key ideas that help hone teaching practices both generally and in preparation for assessments. This 'Core of the Core' comprises the first half of the book and instructs educators on how to teach students to: read harder texts, 'closely read' texts rigorously and intentionally, read nonfiction more effectively, and write more effectively in direct response to texts. The second half of Reading Reconsidered reinforces these principles, coupling them with the 'fundamentals' of reading instruction—a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. Reading Reconsidered breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools, including: 44 video clips of exemplar teachers demonstrating the techniques and principles in their classrooms (note: for online access of this content, please visit my.teachlikeachampion.com) Recommended book lists Downloadable tips and templates on key topics like reading nonfiction, vocabulary instruction, and literary terms and definitions. Reading Reconsidered provides the framework necessary for teachers to ensure that students forge futures as lifelong readers.


Teach Your Child to Read in 100 Easy Lessons

Teach Your Child to Read in 100 Easy Lessons
Author: Phyllis Haddox
Publisher: Simon and Schuster
Total Pages: 416
Release: 1986-06-15
Genre: Education
ISBN: 0671631985

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A step-by-step program that shows parents, simply and clearly, how to teach their child to read in just 20 minutes a day.


How to Talk About Books You Haven't Read

How to Talk About Books You Haven't Read
Author: Pierre Bayard
Publisher: Bloomsbury Publishing USA
Total Pages: 117
Release: 2010-08-10
Genre: Literary Criticism
ISBN: 1596917148

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In this delightfully witty, provocative book, literature professor and psychoanalyst Pierre Bayard argues that not having read a book need not be an impediment to having an interesting conversation about it. (In fact, he says, in certain situations reading the book is the worst thing you could do.) Using examples from such writers as Graham Greene, Oscar Wilde, Montaigne, and Umberto Eco, he describes the varieties of "non-reading"-from books that you've never heard of to books that you've read and forgotten-and offers advice on how to turn a sticky social situation into an occasion for creative brilliance. Practical, funny, and thought-provoking, How to Talk About Books You Haven't Read-which became a favorite of readers everywhere in the hardcover edition-is in the end a love letter to books, offering a whole new perspective on how we read and absorb them.


In the Name of Editorial Freedom

In the Name of Editorial Freedom
Author: Stephanie Steinberg
Publisher: University of Michigan Press
Total Pages: 206
Release: 2015-09-15
Genre: Biography & Autobiography
ISBN: 0472121227

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At a time when daily print newspapers across the country are failing, the Michigan Daily continues to thrive. Completely operated by students of the University of Michigan, the paper was founded in 1890 and covers national and international news topics ranging from politics to sports to entertainment. The Daily has been a vital part of the college experience for countless UM students, none more so than those who staffed the paper as editors, writers, and photographers over the years. Many of these Daily alumni are now award-winning journalists who work for the premier news outlets in the world. In the Name of Editorial Freedom, titled after the paper’s longstanding masthead, compiles original essays by some of the best-known Daily alumni about their time on staff. For example Dan Okrent, first public editor of the New York Times, discusses traveling with a cohort of Daily reporters to cover the explosive 1968 Democratic National Convention in Chicago. Rebecca Blumenstein, deputy editor-in-chief of the Wall Street Journal, and author Alan Paul talk about the intensity of the Daily newsroom and the lasting relationships it forged. Adam Schefter of ESPN recalls his awkward first story that nevertheless set him on the path to become the ultimate NFL insider. The essays of this book offer a glimpse, as activist Tom Hayden writes, at the Daily’s impressive role covering historic events and how those stories molded the lives of the students who reported them. Search and browse the Bentley Historical Library's Michigan Daily Archive, https://digital.bentley.umich.edu/midaily. The free online archive contains stories from 23,000 issues published between 1891 and 2014. "They say a newspaper is a daily miracle. If that’s so, The Michigan Daily is something beyond that, with the whole operation run by a bunch of sleep-deprived 20-year olds. What could go wrong? Here, Daily alums share their mistakes freely, weaving their stories through a half-century of American history with wit and wisdom--much of it hard-earned--but also justifiable pride in their idealism, their dedication, and the seriousness of the work they did while mere undergraduates. For all they've accomplished since their Daily days, you get the feeling they’d trade it all for another year at 420 Maynard--and you understand why." --John U. Bacon, bestselling author of Three and Out: Rich Rodriguez and the Michigan Wolverines in the Crucible of College Football and Endzone: The Rise, Fall, and Return of Michigan Football “I cannot imagine a better way to celebrate 125 years of student journalism than the essays contained in this wonderful volume. Going back some 55 years, the authors, all of whom are successful in their craft, have fashioned for us a unique window into the lives of students at the University of Michigan. Their stories are powerful and remind us of the magic of this place where students both are challenged and challenge others daily to change the world for the better.” —Mary Sue Coleman, President Emerita at the University of Michigan “This book provides a truly wonderful collection of essays by alumni of the Michigan Daily, one of the nation’s leading college newspapers, concerning their experiences as students covering some of the most important moments in the history of our university, the nation, and the world. Since many of these Michigan Daily alumni have gone on to important careers in American journalism, their fascinating perspectives provide strong evidence of the educational power of such student extracurricular experiences.” —James J. Duderstadt, President Emeritus at the University of Michigan