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How to Teach Reading to Elementary and Middle School Students: Practical Ideas from Highly Effective Teachers
Robert B. Ruddell, University of California, Berkeley

ISBN-10: 0205625428
ISBN-13: 9780205625420

Publisher: Allyn & Bacon
Copyright: 2009
Format: Paper; 504 pp
Published: 09/09/2008

Suggested retail price: $57.20
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How to Teach Reading to Elementary and Middle School Students: Practical Ideas from Highly Effective Teachers  is a strategy-based text that successfully combines ideas from the classrooms of highly effective teachers with the latest findings from reading research.  The integration of skilled practice with reading theory provides practical, useful techniques for teaching reading to students across a wide range of achievement levels. 

 

The text strongly emphasizes information for developing early reading and spelling abilities, including techniques for nurturing phonemic awareness and emergent writing.  Conveying the best practices for teaching reading throughout the elementary and middle school years, instructional ideas presented in this book are designed to ensure continued growth in reading skill – in word identification, including use of  phonics and structural analysis; in sight vocabulary and meaning vocabulary development; in reading fluency;  and in comprehension of narrative and informational based text.  Suggestions for assessment of reading progress are integrated throughout the book and a full chapter comprehensively treats a wide variety of useful assessment techniques.

 

How to Teach Reading to Elementary and Middle School Students focuses on developing highly successful readers at various achievement levels in real-life classrooms.  The author’s acclaimed research findings on highly effective and influential teachers help this text to stand out among similar books on the market.  These findings form the basis for instructional strategies developed throughout the book.

 

  • Emphasizes the development of comprehension and higher level thinking skills for both narrative and information type text.
  • Includes a chapter on the development of content area reading  as well as a key chapter on literature to foster reading motivation..
  • Provides a chapter devoted to specific assessment and instructional tactics for use with struggling readers in the regular classroom.
  • Provides help for teachers in understanding reading and writing instruction for new English language learners.
  • “How to Do” boxes provide “quick summaries” that list step by step actions for conducting a reading skill or strategy lesson, assessment procedure, or other important instructional task.  A special adaptation for the delayed/disabled reader is provided for each strategy.  
  • “Strategies in Use” feature provides a modeling of highly effective reading and literacy strategy instruction in real-life classroom contexts. by describing actual teachers carrying out specific instructional strategies and activities with their students.  These vignettes describe actual teachers carrying out specific instructional strategies and activities with their students. 
  • “The Effective Teacher on Technology” boxes are designed to demonstrate ways teachers can integrate technology into suggested reading and literacy instruction.  This boxed material found in each chapter contains many out-of-the ordinary, yet sound, ideas to help teachers capitalize on classroom technology and specific internet sites.
  • “Effective Teacher Summaries” at the end of each chapter provide brief summaries of key teaching ideas presented in a chapter, along with a visual illustration.
  • “Double Entry Journal” feature is used to introduce and conclude each chapter to establish content predictions before reading and integration of content after reading.
  • “Margin Annotations and Questions” serve to highlight and define key terms and concepts as well as help locate and review important text content.  The carefully designed questions stimulate critical thinking through  recall, integration, and prediction of content.  
  • “Bridges to the Classroom” activities, found near the end of each chapter, emphasize the transfer of text content to real life classrooms.
  • “Did you Know? Research and Evidence-Based Practice” boxes, and “Evidence-Based” margin notes are designed to build research-based teacher knowledge and translate it in a form that is useful to instructional decision making.
  •  “Professional Standards” boxes feature chapter by chapter figures enumerating, in an easy-to-follow format, the widely-accepted professional standards developed by the International Reading Association.  For every chapter several are highlighted that specifically relate to teacher knowledge gained from that chapter.
  • Appendices for Easy Student Reference.  These include:

—        A complete listing of the outstanding literacy selections found in the Newbery and Caldecott Medal books.

—        A complete copy of the entire “IRA Standards for Reading Professionals” document.

—        A quick reference summary table for “Children’s Literature, Technology, and Teacher Resources” found in the text.         

 

“Ruddell’s text is one of the few that provides teaching strategies, assessments, and general information appropriate for intermediate grade reading instruction. Ruddell provides step-by-step instructions for important teaching strategies that every pre-service teacher should know.” - Pamela Dunston, Clemson University

 

“The technology section, the levels of thinking section, vocabulary section, professional growth section, and the section on questioning strategies are very good.” - Marie C. Roos, Jackson State University

 

“I like how both narrative and expository literacy (Chapter 8, Developing Reading and Writing in Content Areas) are covered in the textbook. I feel that helps set the book apart from others. The chapter on ‘Instructing Delayed Readers in a Regular Classroom Setting’ [Chapter 10] also seems unique to me. That chapter addresses a very real need for teachers.” - Ward Cockrum, Northern Arizona University

    Bob Ruddell has been a reading teacher for over four decades.  His research has examined the characteristics of  reading teachers who are highly effective and influential in the lives of their students.  The ideas and instructional strategies for teaching reading found in this book are a distillation of these teaching experiences and research findings.

          He has successfully combined his work in public schools with his university teaching and research and  has worked with students and teachers in schools ranging from the inner city to rural areas.  He has also lectured and conducted workshops for teachers in each of the 50  states, as well as in England, Sweden, Germany, Australia, Canada, and the Ivory Coast.   He has taught a wide range of courses in reading and language development working with teaching credential students, and M.A., Ed.D. and Ph.D. students at Berkeley.  He is Professor Emeritus of the Language, Literacy, and Culture Faculty Group at the University of California, Berkeley.

          Dr. Ruddell received his MA degree from West Virginia University and George Peabody College for Teachers and his Doctorate from Indiana University.   He is the recipient of the International Reading Association’s William S. Gray Citation of Merit, recognizing lifetime achievement and leadership contributions to the field of reading and literacy development.  He received the Oscar S. Causey Research Award from the National Reading Conference recognizing his research on effective and influential teachers.  Bob also received the Crystal Apple award from the California Reading Association for his high quality teaching and research work.   He has been President of the International Reading Association’s  Reading Hall of Fame, and has served on the IRA Board of Directors.  He is senior editor (with Normal Unrau) of Theoretical Models and Processes of Reading (International Reading Association). Professor Ruddell’s articles have appeared in the Reading Teacher and Language Arts, as well as in a variety of research journals and yearbooks.  His research and teaching interests are focused on the study of comprehension and critical thinking, word identification skills, reader motivation, and the ways in which highly effective and influential teachers develop these skills with their students. 

          Bob and his wife, Sandy, enjoy travel throughout the United States and internationally.  They especially enjoy visits from their three grandchildren — Rebecca, Grace, and Madeline.  Bob delights in conversation with his former students, and he relaxes with suspense and mystery novels, and a good round of golf.  He can be reached at  rruddell@berkeley.edu .

How to Teach Reading to Elementary and Middle School Students: Practical Ideas from Highly Effective Teachersis a strategy-based text that successfully combines ideas from the classrooms of highly effective teachers with the latest findings from reading research.  The integration of skilled practice with reading theory provides practical, useful techniques for teaching reading to students across a wide range of achievement levels. Instructional ideas presented in this book are designed to ensure continued growth in reading skill, including the use of phonics and structural analysis; in sight vocabulary and meaning vocabulary development; in reading fluency; and in comprehension of narrative and informational text. 

 

Take a Peek…

  • “How to Do” boxes list step-by-step actions for conducting a reading skill or strategy lesson, assessment procedure, and other important instructional tasks.
  • “Strategies in Use” feature provides a modeling of highly effective reading and literacy strategy instruction in real-life classroom contexts by describing actual teachers carrying out specific instructional strategies and activities with their students.
  • “The Highly Effective Teacher on Technology” boxes are designed to demonstrate ways teachers can integrate technology into reading and literacy instruction.  
Book Earns High Praise from Reviewers

“Ruddell’s text is one of the few that provides teaching strategies, assessments, and general information appropriate for intermediate grade reading instruction. Ruddell provides step-by-step instructions for important teaching strategies that every pre-service teacher should know.” - Pamela Dunston, Clemson University

 

“The technology section, the levels of thinking section, vocabulary section, professional growth section, and the section on questioning strategies are very good.” - Marie C. Roos, Jackson State University

 

“I like how both narrative and expository literacy (Chapter 8, Developing Reading and Writing in Content Areas) are covered in the textbook. I feel that helps set the book apart from others. The chapter on ‘Instructing Delayed Readers in a Regular Classroom Setting’ [Chapter 10] also seems unique to me. That chapter addresses a very real need for teachers.” - Ward Cockrum, Northern Arizona University

 

Meet the Author

Robert Ruddell has been a reading teacher for over four decades.  His research has examined the characteristics of reading teachers who are highly effective and influential in the lives of their students.  The ideas and instructional strategies for teaching reading found in this book are a distillation of these teaching experiences and research findings. He has taught a wide range of courses in reading and language development working with teaching credential students, and M.A., Ed.D., and Ph.D. students, at Berkeley.  He is Professor Emeritus of the Language, Literacy, and Culture Faculty Group at the University of California, Berkeley.

 

View a Sample Chapter PDF:

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