When the first edition of Readers and Writers with a Difference appeared in 1988, it shattered the myth that whole language instruction was too unstructured and inexplicit to help remedial and learning disabled students. By providing specific assessment and instructional strategies, it was one of the first texts to show that struggling readers and writers could, indeed, benefit from holistic methods-not just in the resource room, but in the regular classroom as well. 
 Today, as more and more students with learning problems are entering mainstream classroom settings, the models presented by Rhodes and Dudley-Marling are more cogent than ever. But the framework upon which whole language theory rests has greatly evolved since the first edition was published and has also come under increasing attack. This second edition renews the case for whole language theory, taking into account the various developments in language arts over the past eight years. Included are new and expanded sections on literacy theory, instruction and assessment, and literacy as social practice; and a reconsideration of how teachers, administrators, and parents might work and learn collaboratively. The authors write, "It is no longer possible to talk about approaches to teaching students to read (and write) once and for all," write the authors. "Instead, we have to think about supporting students as they learn a range of literate practices . . ." The second edition of Readers and Writers with a Difference offers myriad suggestions for making that range as rich and far reaching as possible.

Readers and Writers with a Difference: A Holistic Approach to Teaching Struggling Readers and Writers

Reference

Dudley-Marling, Curt

Rhodes, Lynn

Words, Language & Grammar

Heinemann

Readers and Writers with a Difference, 1st Ed

Readers and Writers with a Difference

Education & Teaching

Curt Dudley-Marling

Schools & Teaching

Windows into Literacy centres on the assesment of various aspects of students reading and writing: students' metacognition, attitudes and interests, language systems and strategies, comprehension and composition, and development of emergent abilities.

Windows into Literacy: Assessing Learners K-8

Health, Fitness & Dieting

Shanklin Wilbur, Nancy L

Psychology & Counseling

For every teacher who has sought practical, comprehensive methods for recording and analyzing students' literacy processes, Literacy Assessment: A Handbook of Instruments will be an invaluable resource. The instruments in this handbook include "performance assessments" as well as forms and procedures that teachers have used to conduct ongoing assessment and encourage student self-assessment. They include interviews and attitude surveys, running records, comprehension checklists, spelling analysis, and emergent reading and writing evaluations. Most of the instruments have been developed by teachers, or in conjunction with teachers, for use in particular educational situations. 
 Literacy Assessment: A Handbook of Instruments was compiled to make assessment instruments discussed in Windows into Literacy more readily available to readers. Teachers may photocopy the instruments "as is" for classroom use only.

Literacy Assessment: A Handbook of Instruments

Literature & Fiction

History & Criticism

Living As Kingdom People: Daily Challenges for Spiritual Growth

Religion & Spirituality

Christian Books & Bibles

Independently published

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Books by Rhodes, Lynn