“Finally, the book I’ve been waiting for! Grounded in a developmental approach, Templeton and Gehsmann skillfully walk us through both the content and the process of literacy instruction. In every chapter, readers are treated to a gold mine of research-based strategies and vivid classroom vignettes that make effective instruction come alive.”
- Sheila W. Valencia
Professor, Curriculum & Instruction, University of Washington
“This book has so many strengths! The authors have created an engaging text that features an expert weaving of theory and practice, and detailed accounts of students’ literacy development. From this base, the authors provide comprehensive and timely suggestions for instruction that helps all students develop as literate individuals. This book will be an important resource for beginning teachers, as they address the challenges and realize the promises of teaching in the era of the Common Core State Standards.”
-Peter P. Afflerbach,
Professor, Curriculum & Instruction, University of Maryland, College Park
“Teaching is a multigenerational profession. Our profession’s challenge is to teach reading and writing in a way that all educators can teach all children. Templeton and Gehsmann do just that in a developmentally-responsive integrated way. They bring pre-service and experienced teachers to common ground by connecting theory and practice through the lens of researcher, professor, historian, and classroom teacher. They present practical, “apply right now” techniques to assess and teach all students in all classrooms.”
-Lori Ulewicz
Curriculum Coordinator, ELA K-12, Troy School District, Michigan
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“The major strengths of this manuscript are the thoroughness and perspective offered in the chapters. I liked how the authors provided information about specific issues for struggling readers; typically this is missing from more general texts (and only found in more advanced reading methods texts).”
-Meadow Sherrill Graham, West Virginia University
“Writing is engaging, examples are plentiful and realistic, material is current, yet the book addresses historical precedents with respect.”
“The book is engaging, well connected to teaching and learning settings and materials.”
“This is as comprehensive and well-written a treatment of elementary literacy methods as I have seen. My experience with such books extends back to the mid-1960s.”
-Robert Timothy Rush, University of Wyoming
“The way it progresses developmentally – easier to see how things build from emergence on up. I like the chapter beginnings with characteristics and then giving content appropriate for that level.”
-Melissa Caraway, University of Dallas Dept. of Education
“The text is very timely, scholarly and offers practical applications. There are very few texts that incorporate all three issues.”
-Dr. Annette M. Dobrasz, Niagara University, NY
