Knowledge to Support the Teaching of Reading: Preparing Teachers for a Changing World
October 2005, Jossey-Bass
National Academy of Education’s Reading Sub-Committee Members.
About the Authors.
1. Yet Another Report About Teacher Education?
2. Students Change: What Are Teachers to Learn About Reading Development?
3. Students Vary: How Can Teachers Address All Their Needs?
4. Students Encounter Difficulties: When Teachers Need Specialized Knowledge.
5. Learning to Use Reading Assessments Wisely.
6. A Model of Professional Growth in Reading Education.
Peg Griffin is a research affiliate of the Laboratory of Comparative Human Cognition of the University of California at San Diego. She studies language and literacy in various school subjects and in preschools.
M. Susan Burns is co-coordinator of the Early Childhood Education Program in the College of Education and Human Development at GeorgeMason University. She studies cognition, language, and literacy in the early childhood education ofculturally, linguistically, and ability diverse children.
In addition to the editors, the subcommittee includes Gina Cervetti, Claude Goldenberg, Louisa Moats, Annemarie Palincsar, P. David Pearson, Dorothy Strickland, and MaryEllen Vogt.
The definitive guide to reading & literacy preparation for teacher education
A companion to Preparing Teachers for a Changing World, also from the National Academy of Education
Catherine Snow is an internationally-renowned authority on language and literacy development in children
The recommendations in this book will continue to be widely adopted.
--John Bransford, University of Washington, co-chair of the Committee on Teacher Education
"This book should be read by teachers, teacher educators, and policy makers who are interested in ensuring that all teachers have the knowledge and skills necessary to teach all students to read."
--Linda Darling-Hammond, Stanford University, co-chair of the Committee on Teacher Education
"Knowledge to Support the Teaching of Reading could serve as a guide to those designing teacher education courses and programs and to those interested in hiring knowledgeable new teachers."
--George Hillocks, University of Chicago
"The authors know the literature very well…indeed, it is an excellent job of taking the research data and using them in a way that teachers can take advantage of."
--Walter Kintsch, University og Colorado, Boulder