Description
Weaving together reading pedagogy and social emotional learning (SEL) frameworks, this text presents an integrated, research-based approach to reading instruction grounded in instructional and collaborative strategies that address students' social emotional needs.
The text features real stories from the classroom to invite readers to learn alongside the students, teachers, families, and professionals as they experience journeys of growth. The authentic case studies cover best practices in reading instruction in a way that centers students, promotes the whole child, and supports reading growth. Following a cyclical framework - discovering, nurturing, growing - each chapter addresses typical student reading needs and explains the role of collaborative relationships in effective instruction. Through the medium of storytelling, readers gain profound insights into key topics, including teaching multilingual students, phonological awareness, reading fluency, and more.
Accessible and comprehensive, this book steers away from a prescriptive recipe for instruction but rather leaves readers with an effective framework for incorporating data-based decision-making, collaboration, and research-supported literacy practices to foster each student's social and emotional skills in the classroom.
With a targeted focus on K-3 classrooms, this text is a key resource for pre-service and in-service educators in literacy education and elementary education, enriching the perspectives of all educators.
Author: Lane W. Clarke, Krysten Gorrivan
Publisher: Routledge
Published: 04/21/2023
Pages: 182
Binding Type: Paperback
Weight: 0.59lbs
Size: 9.00h x 6.00w x 0.41d
ISBN13: 9781032331454
ISBN10: 1032331453
BISAC Categories:
- Education | Teaching | Subjects | Reading & Phonics
- Language Arts & Disciplines | Literacy
- Foreign Language Study | English as a Second Language
About the Author
Lane W. Clarke is Associate Professor of Education at University of New England, USA.
Krysten Gorrivan is Assistant Teaching Professor of Education at University of New England, USA.
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