Michael Pressley

An important goal in every first-grade classroom is to get children reading – but how? This book examines current research on first-grade literacy instruction, and shows how it translates into what good teachers really do in the classroom. The authors, premier early literacy scholars and educators, describe several studies of effective beginning reading instruction conducted across the country.

An important goal in every first-grade classroom is to get children reading--but how? This book examines current research on first-grade literacy instruction, and shows how it translates into what good teachers really do in the classroom. The authors, premier early literacy scholars and educators, describe several studies of effective beginning reading instruction conducted across the country.

This is a book about effective elementary literacy insturction, intended for the many constituencies who have a need to know about what works to develop readers in elementary school.

Since the initial publication of this important text, the research support for balanced literacy instruction has continued to grow. This revised and updated second edition incorporates findings from reports by the National Reading Panel and the National Research Council, as well as ongoing research by the author and others. Michael Pressley demonstrates how effective reading instruction combines aspects of both skills-emphasis and whole language approaches.

This revised and updated second edition incorporates findings from reports by the National Reading Panel and the National Research Council, as well as ongoing research by the author and others. Topics covered include the various components of both whole language and skills instruction, how the balanced approach is applied in real classrooms, and motivational issues.

Recent school reform efforts have emphasized the need for higher literacy standards in schools across the country. Offering practical guidance for literacy educators, curriculum development specialists, and other education professionals and policy makers, this volume considers how we can most effectively improve the quality and content of reading and writing instruction.