If you are an elementary teacher who struggles with struggling readers, Curt Dudley-Marling and Patricia Paugh provide you with quick, effective answers to your toughest questions. They draw a roadmap that leads you away from a deficit-based approach toward child-centered practices that give you the time and space to meet every student's needs. To achieve in language arts, troubled readers require frequent, explicit, and individualized aid backed by ongoing assessment, and there's no better structure within which to balance this type of intensive instruction with other students' needs than the reading workshop. Dudley-Marling and Paugh describe how to focus on the challenges of struggling readers by setting up a workshop and conducting its minilessons in ways that give you the time and flexibility needed to provide children with specialized attention. From read-alouds to continuous assessment to differentiated teaching, the authors' ideas are ready-to-use and proven effective at boosting the reading abilities of developing readers. Plus A Classroom Teacher's Guide to Struggling Readers has a complete discussion on how to help students even when you are locked into a basal program. If you, like tens of thousands of teachers, want a way to teach struggling readers that emphasizes students' capabilities rather than their deficiencies, read A Classroom Teacher's Guide to Struggling Readers. You'll discover a humane approach that values all children equally and builds on successes, so that our most challenged readers get all the attention they need-and deserve.

A Classroom Teacher's Guide to Struggling Readers

Education & Teaching

Dudley-Marling, Curt

Paugh, Patricia

Schools & Teaching

Heinemann

"Creating inclusive classrooms considerate of the needs of ALL children requires that teachers design structures that enable them to provide struggling learners with frequent, intensive, explicit, and individualized support and direction." Curt Dudley-Marling and Patricia Paugh What do struggling writers really need? The research says they need more of what every student needs: access to high-quality writing instruction. A Classroom Teacher's Guide to Struggling Writers shares a framework for teaching every child that helps you give frequent, intensive, explicit, and differentiated support to students who struggle. Curt Dudley-Marling and Patricia Paugh (coauthors of A Classroom Teacher's Guide to Struggling Readers) draw on a deep, thirty-year research base as well as classroom knowhow. Through observations of master teachers they show how the writing workshop gives you the instructional space to: <ul>
<li>motivate reluctant writers through genre, topic choice, and collaboration </li> <li>determine exactly where writers struggle through ongoing assessment</li> <li>use assessment to target student needs in your minilessons </li> <li>provide crucial one-on-one support during writing time and individual conferences</li> <li>encourage growth in skills and craft simultaneously. </li> </ul>
Best of all, A Classroom Teacher's Guide to Struggling Writers illustrates how writing workshop can increase your instructional flexibility. You'll find information to help you guide struggling writers in grades 2 through 6 in areas where they commonly need support, such as planning, fluency, audience, organization, genre, word choice, mechanics, and revision. What do your struggling readers need? Instruction that provides the support to gain independence-the kind of effective, efficient, flexible teaching you'll read about in A Classroom Teacher's Guide to Struggling Writers.

A Classroom Teacher's Guide to Struggling Writers: How to Provide Differentiated Support and Ongoing Assessment

Reference

Words, Language & Grammar

There is not one right way to teach a child to read. 
Recent media stories about education have featured the “Science of Reading,” whose proponents typically present the systematic teaching of phonics as a one-size-fits-all method that guarantees reading success for all students. But as literacy scholars Patricia Paugh and Deborah MacPhee demonstrate, the decoding of words is only one of many skills that are central to an effective early literacy education. 
In Learning to Be Literate, they present a four-part framework for active literacy learning that eschews oppositional arguments about different approaches, and instead situates children as meaning makers: the whole point of being literate. There is no single or simple solution that will fit every child. But by using the ALL framework to inform instruction, educators can help young learners think deeply about ideas and language at the same time as they learn to work out the sounds and symbol systems of language. 6 black-and-white illustrations

Learning to Be Literate: More Than a Single Story

MacPhee, Deborah

W.W.Norton&Company

See the best price to sell, buy, or rent books by Paugh, Patricia. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Paugh, Patricia