Teach Them ALL to Read 2/e

Elaine K. McEwan is an educational consultant with The McEwan-Adkins Group, offering professional development for educators to assist them in meeting the challenges of literacy learning in Grades Pre K-6. A former teacher, librarian, principal, and assistant superintendent for instruction in several suburban Chicago school districts, Elaine is the award-winning and best-selling author of more than three dozen books for educators. Her Corwin Press titles include Raising Reading Achievement in Middle and High Schools: Five Simple-to-Follow Strategies for Principals, Second Edition (2006), Seven Strategies of Highly Effective Readers: Using Cognitive Research to Boost K-8 Achievement (2004), Ten Traits of Highly Effective Principals: From Good to Great Performance (2003), Making Sense of Research: What's Good, What's Not, and How to Tell the Difference (2003), Seven Steps to Effective Instructional Leadership, Second Edition (2003), Teach Them ALL to Read: Catching the Kids Who Fall through the Cracks (2002), and Ten Traits of Highly Effective Teachers: How to Hire, Mentor, and Coach Successful Teachers (2001). McEwan was honored by the Illinois Principals Association as an outstanding instructional leader, by the Illinois State Board of Education with an Award of Excellence in the Those Who Excel Program, and by the National Association of Elementary School Principals as the National Distinguished Principal from Illinois for 1991. She received her undergraduate degree in education from Wheaton College and advanced degrees in library science (MA) and educational administration (EdD) from Northern Illinois University.

List of Figures About the Author Preface The Story Behind This Book How the Reading Puzzle Has Changed The Meaning of ALL The Goals of This Book Who This Book Is For Overview of the Contents Program Recommendations Special Features of the Second Edition Acknowledgments Introduction Shift Your Paradigms Put Together the Reading Puzzle Become an Instructional Leader Summarizing the Introduction Notes 1. Phonemic Awareness What Is Phonemic Awareness and How Do Students Acquire It? When Should Phonemic Awareness Be Taught? The Role of Phonemic Awareness in Skilled Reading Scientific Evidence for Phonemic Awareness Instruction Effective Instructional Practices for Teaching Phonemic Awareness Guidelines for Implementing Phonemic Awareness Instruction Summarizing Chapter 1 Notes 2. Phonics What Is Phonics and How Do Students Learn to Decode? When Should Phonics Be Taught? The Role of Phonics in Skilled Reading Scientific Evidence for Phonics Instruction Effective Instructional Practices for Teaching Phonics Summarizing Chapter 2 Notes 3. Spelling What Is Spelling and How Do Students Become Good Spellers? When Should Spelling Be Taught? The Role of Spelling in Skilled Reading Scientific Evidence for Spelling Instruction Effective Instructional Practices for Teaching Spelling Intensive Spelling-Based Reading Interventions Summarizing Chapter 3 4. Fluency What Is Fluency and How Do Students Become Fluent Readers? When Should Fluency Be Taught? The Role of Fluency in Skilled Reading Scientific Evidence for Fluency Instruction Effective Instructional Practices for Facilitating Fluency Summarizing Chapter 4 5. Word and World Knowledge What Is Word and World Knowledge and How Do Students Acquire It? When Should Word and World Knowledge Be Taught? The Role of Word and World Knowledge in Skilled Reading Scientific Evidence for Teaching Word and World Knowledge Effective Instructional Practices for Teaching Word and World Knowledge Summarizing Chapter 5 6. Comprehension What Is Comprehension and How Do Students Become Skilled Comprehenders? When Should Comprehension Be Taught? The Role of Comprehension in Skilled Reading Scientific Evidence for Teaching Comprehension Effective Instructional Practices for Teaching Comprehension Take Comprehension Instruction to the Next Level Summarizing Chapter 6 7. Reading a Lot What Is Reading a Lot and How Do Student Become Voracious Readers? When Should Reading a Lot Be Taught? The Role of Reading a Lot in Skilled Reading The Lack of Scientific Evidence for Reading a Lot Effective Instructional Practices for Teaching Reading a Lot Summarizing Chapter 7 8. Writing What Is Writing and How Do Students Learn to Write? When Should Writing Be Taught? The Relationship of Reading and Writing Scientific Evidence for the Writing-Reading Connection Notching Up Reading and Writing Instruction Summarizing Chapter 8 9. A Reading Culture Welcome to Gering The Gering "No Excuses" Model Paradigms Academic Focus Curriculum, Instruction, and Assessment Grouping and Time Professional Development Expectations Sustainability Beyond NIFDI and RF Summarizing Chapter 9 References Index

"Engaging, inspiring, and motivating. McEwan has embraced the key components of a successful reading program and put them together in a format that is appropriate for parents, teachers, or anyone who is concerned about all students learning to read. This text will create dialogue among your staff and leave them discussing how to deliver a stronger reading program within your setting. If you are intrigued about how students learn to read and want to make a difference for all children, this is the book for you!" -- Josie M. Floyd, Elementary Principal "The second edition of Elaine McEwan's book is a user-friendly guide that integrates research into practice. It carefully explains the research behind reading development and provides truly clear, no-nonsense steps to implement the best practices of instruction. McEwan does not sugar-coat how difficult teaching reading can be, but she provides powerful methods for achieving it." -- Jennifer Sandberg, Curriculum/Reading Coordinator "Knowing what it takes to teach children to read isn't enough. We have to get more people to do the things that we know work. This is why experts like Elaine McEwan are so important. She gets the word out to other educators and shows them how students learn to read. Her newest book shows us exactly what needs to be done if we truly want ALL our kids to learn to read." -- David Montague, Educational Consultant "This author throws administrators a needed lifesaver! This book is clearly a must-read for educational leaders establishing literacy initiatives that are evidence based. McEwan's unique experience and her manner provide exactly what is needed to guide principals and other educational leaders who may feel overwhelmed by the plethora of information on reading initatives." -- Sally Grimes, Educational Consultant "This book provided me with more depth and uderstanding of the reading process than any other book I have read recently. It provides both examples of how instruction should look in the classroom as well as research behind why it should look that way. Teachers, administrators, and even parents can read this to find out how each component of the reading process should be taught in order to catch those kids who might fall through the cracks." -- Teena Linch Daniels, Director of Federal and State Grants "Once again Elaine McEwan does an exceptional job reviewing the literature and polling practitioners to come up with an interesting and challenging picture of literacy instruction in the United States. The readability of her book, combined with the depth of her research, makes this a must-read for anyone seriously contemplating how to finally 'teach them ALL to read.' This book is a wonderful choice for a faculty to read and study together." -- Ron Collins, Principal