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Reading Process and Practice, 3rd Ed.

By Constance Weaver

Authoritative. Comprehensive. Definitive.

Reading Process and Practice, since its original publication in 1988, has helped countless preservice and practicing teachers better understand the reading process and translate it into classroom practice—so much so that the book has become the essential guide for teachers. Now, internationally recognized researcher and educator Constance Weaver has thoroughly updated her book. Clarifying theory with explanations and examples, as always, Weaver incorporates especially timely information—accurate data, informed critique, and results of often-ignored research—to...

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Authoritative. Comprehensive. Definitive.

Reading Process and Practice, since its original publication in 1988, has helped countless preservice and practicing teachers better understand the reading process and translate it into classroom practice—so much so that the book has become the essential guide for teachers. Now, internationally recognized researcher and educator Constance Weaver has thoroughly updated her book. Clarifying theory with explanations and examples, as always, Weaver incorporates especially timely information—accurate data, informed critique, and results of often-ignored research—to help teachers counteract government and corporate intrusion into classrooms. Effective instruction stems from a sensitive, informed response to students' needs; the aim of this book is to help teachers achieve that goal.

To that end, Weaver has written five new chapters on assessing and helping readers—enough information to do miscue analysis successfully, to develop a reader profile, and to carry out instructional support for individual readers. To make the book accessible to both undergraduate and graduate students, as well as to new and veteran teachers, she has included definitions and concepts that are repeated throughout the book to provide multiple entry points into key understandings and issues. A new chapter describes what a comprehensive literacy program might include and how it might be structured, while practical chapters flesh out specific components of such a program. Finally, the book is designed so that teachers and teacher educators can cluster chapters in alternative orderings, depending upon the literacy programs in which they teach or the nature of the courses they are teaching.

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