A Playbook for Developing Skilled Readers Through Word Recognition and Language Comprehension
- Douglas Fisher - San Diego State University, USA
- Nancy Frey - San Diego State University, USA
- Diane Lapp - San Diego State University, USA
Education | Teaching Methods & Learning Styles
The comprehensive guide you can trust for evidence-based reading practices
It's settled science: developing skilled readers can enhance students’ lives. That’s why renowned educators Douglas Fisher, Nancy Frey, and Diane Lapp wrote this resource with the urgency of a code blue in an ER—because too many children, for many reasons, struggle with learning to become strong readers.
Designed to be a one-stop shop for best practices, Teaching Reading is concise, encyclopedic, and essential. Thirteen interactive modules provide easy to read ideas to support you teaching every child to read very well. You will learn how to:
- Focus on two critical aspects of reading—word recognition and language comprehension.
- Select the best activities to support students in grades K-6 to learn letters and sound relationships.
- Provide developing readers with the most effective oral, written, and reading experiences.
- Recharge your confidence and craft with uplifting new research findings from neuroscience, cognitive science, and child development.
- Clear up confusions about phonics progressions, reading fluency, morphology, text selection, grammar, and more.
- Develop background knowledge, vocabulary, and comprehension instruction.
- Be up to date on how to help students attain deeper levels of comprehension by applying Theory of Mind and other cutting-edge ideas.
Reading is a thrilling but complex process. It involves a heady mix of skills, schema, self-concept, and social dimensions. To give all students the chance to reap its rewards, we need a go-big kind of resource. This is it.
“Teaching Reading: A Playbook for Developing Skilled Readers through Word Recognition and Language Comprehension is destined to become a “stock and trade” for teachers in preparation and practicing teachers who want an updated, easy-to-read, and practical guide for assessing and teaching reading. The modules are predictably organized with practical classroom applications aplenty! The style and tone are accessible for classroom practitioners while communicating the best and most applicable current research evidence available. I would say this new “playbook” is just the right mix of tactics, strategy, and content to deliver a winning gameplan for teaching reading to all students.”
“In their inimitable way, Fisher, Frey, and Lapp have organized a great deal of practical, evidence-based information into a readable, accessible book! It will become a veritable “go-to” resource with its comprehensive information.”
Three preeminent literacy scholars, Douglas Fisher, Nancy Frey, and Diane Lapp, have done a masterful job of presenting to teachers, preservice and inservice, an actionable guide for implementing the science of reading. Teaching Reading is comprehensive coverage of the major competencies required to achieve proficiency in reading. With several unique features that allow readers to take an active role in going from anticipating to understanding to planning and applying the evidence-based strategies presented, this book is a major contribution to the field of literacy education.
Possibly the most imaginative and informative resource on teaching reading on the market, this book engages readers through thoughtful interactive features that make you reflect, question, and further consider practices as it relates to your daily instruction. These authors and colleagues clearly know classroom instruction, and it shows in their writing. Want to know about the science of reading? This is your resource!
Wondering how to make sense of all you’ve been reading about the science of reading? Douglas Fisher, Nancy Frey, and Diane Lapp offer us a text that makes gaining this knowledge our reality. These authors have the unique ability to write professional development books for teachers about current issues exactly at the time they are needed, and this new text reminds us that we must teach skills to children in addition to social and emotional and culturally responsive instruction. This reader-friendly book emphasizes skill development we have neglected to emphasize over the past few years and presents the information in a creative playbook format just right for teachers. Written with evidenced-based practice and thoughtfully organized in a manner that will enable teachers to improve their craft and consequently student achievement, this is a great resource for professional development in schools or as a text for university literacy courses.
Organized around an expanded adaptation of Scarborough's reading rope, this user-friendly resource expertly translates scientific research findings into a comprehensive guide for reading instruction. Practical Illustrations and classroom examples abound throughout the playbook, allowing research-based recommendations to come to life to foster both word recognition and language comprehension in young learners. This book also encourages teachers to reflect on their own practice at many points and in many ways. A terrific resource!
Douglas Fisher, Nancy Frey, and Diane Lapp reduce the clamor around the teaching of reading and bring clarity to how to develop strong readers. The authors not only give the what and the why but, more importantly, also provide interactive examples of the how to teach reading—and what our teachers need most is the how. The text is broken into neat learning modules that can be used in PLCs or study/book groups. I plan to use Teaching Reading as the core text in an interactive professional learning series for our staff. You should too!
Douglas Fisher, Nancy Frey, and Diane Lapp have done the tremendous work of bringing depth and clarity to the foundational skills of reading. They provide a wealth of clear and intentional guidance that will support us [early elementary educators] in providing quality phonemic awareness, phonics instruction, word reading skills, and so on, so that children are confident in their ability to decode and contextualize what they’ve read.
Sample Materials & Chapters
Chapter 1. How Reading Develops
Chapter 2. Phonological Awareness