Gives future teachers the specifics of how to teach, what to teach, why it is important to teach it, when to teach it, how long, how often, at what starting point in time, and to what criterion level of performance for using the Direct Instruction approach to teaching reading to all students.
KEY TOPICS: Education, Teaching beginning reading, Explicit reading instruction, Direct instruction, Direct instruction strategies, explicit and systematic instruction, Big and little “DI” strategies, teacher-directed reading instruction, teacher-guided instruction
MARKET: Designed for teaching novice and experienced teachers how best to teach students, especially those who struggle mightily with reading the words on a page—how to teach beginning reading in an explicit, direct and systematic way.
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Novice and expert teachers alike get the detailed guidance they need to be successful teaching any child who struggles with reading in the alphabetic writing system. Unique in its approach of leaving little to chance or guesswork, Direct Instruction Reading details how to teach, what to teach, why it is important to teach it, when to teach it, how long, how often, at what starting point in time, and to what criterion level of performance. For example, teaching format specify a) example words to teach; b) explicit directions for modeling how to read the words; c) explicit directions for how to guide students in their responses to teaching to teacher prompts; and d) explicit wording for correcting student errors. The book is designed to give both novice teachers with limited or no teaching experience, as well as the expert teacher with extensive teaching experience the detailed guidance they need to be successful teaching any child who struggles with reading in the alphabetic writing system. This new edition features chapter Learning Outcomes; a new chapter on Response to Intervention (RtI); information relating the Common Core State Standards (CCSS) to the Direct Instruction approach; web resources, video links, and other general research reference sources; explicit references and links to the most rigorous research available through the Institute of Education Sciences (IES); and updated research throughout. The Enhanced Pearson eText features embedded video.
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0133827089 / 9780133827088 Direct Instruction Reading, Enhanced Pearson eText with Loose Leaf Version -- Access Card Package
Package consists of
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013424592X / 9780134245928 Direct Instruction Reading, Enhanced Pearson eText -- Access Card
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0134276108 / 9780134276106 Direct Instruction Reading, Loose-Leaf Version
Douglas W. Carnine is a Professor Emeritus of Education at the University of Oregon. Dr. Carnine directed or co-directed over 20 federally funded grants, totaling over $15,000,000. Dr. Carnine has over 100 scholarly publications: over 60 research articles in refereed journals, 40 essays, over 20 chapters in books, and seven books (two on university-level computer science, Teaching Higher Order Thinking, Theory of Instruction, Instructional Strategies for Diverse Learners, Direct Instruction Reading, and Direct Instruction Math). He has presented at over a 100 conferences in the United States, Canada, South America, Europe, the former USSR, Africa, Australia, and New Zealand.
Jerry Silbert has worked with Direct instruction for over 40 years. His initial training in Direct instruction occurred in the early 1970s as he participated in the master’s program in special education program directed by Siegfried Engelmann, the original developer of Direct Instruction at the University of Oregon. Jerry then spent 12 years as a classroom teacher, working in a high-poverty elementary school. During this time, he field tested a wide variety of Direct Instruction programs designed for intermediate grade students who were several years below grade level. Silbert began his work on authoring textbooks and instructional programs while he was teaching. In 1979, he co-authored Direct Instruction Reading, Direct Instruction Math, and several language arts instructional programs.
From 2005-2007, Dr. Kame’enui served as the first Commissioner of the National Center for Special Education Research (NCSER) in the Institute of Education Sciences (IES), the research, evaluation and statistical arm of the U. S. Department of Education. He has spoken at the White House, participated in presentations with then First Lady, Mrs. Laura Bush, in Portland, Oregon and Paris, France. He has directed several national federal research initiatives on reading, and served on the original advisory boards for the PBS television shows “Between the Lions” and WETA’s “Reading Rockets.” Dr. Kame’enui has co-authored 20 college textbooks (including 4th editions of two books) on teaching reading, curriculum design, vocabulary instruction, higher order thinking, and classroom management. He has more than 150 publications including 100 refereed research articles and 50 book chapters. In 2006, Dr. Kame’enui was awarded the Distinguished Special Education Researcher Award from the American Educational Research Association (AERA).
Timothy Slocum has been involved with Direct Instruction for over 25 years as a special education teacher, instructional designer, researcher, and teacher trainer. He was the founding co-editor of the Journal of Direct Instruction and is co-author of the textbook Introduction to Direct Instruction. Since receiving his Ph.D. in special education from the University of Washington in 1992, he has been on faculty in the Department of Special Education and Rehabilitation at Utah State University. He has taught courses at the undergraduate, master’s, and doctoral levels on topics including evidence-based reading instruction, assessment of disabilities, research methods and statistics, cultural/linguistic diversity and disability, advanced topics in behavior analysis, and language. Dr. Slocum received the 2011 Fred S. Keller Behavioral Education award from Division 25 of the American Psychological Association and the 2014 Ernie Wing Award for Excellence in Evidence-Based Education from the Wing Institute.
Patricia Travers is a research assistant in the Center on Teaching and Learning (CTL) at the University of Oregon. She works on the development and implementation of reading curriculum to improve students’ reading achievement. Along with her colleagues at CTL, she studied the effects of enhanced Tier 1 and Tier 2 reading instruction and worked directly with elementary schools to provide professional development and in-classroom coaching support. In addition, Patricia worked for 7 years as both the Project Coordinator and a Reading Coach on the state and national Reading First Initiatives. She taught at Idaho State University and served as a RtI/special education consultant for the Idaho State Department of Education. She also was a special education teacher for 12 years in both New Hampshire and Massachusetts.
