Teaching IS rocket science—and you are the pilot!

Teach Reading, Not Testing reinforces what teachers already know–test preparation worksheets and drill-and-kill activities do not make children into lifelong readers. The authors' conscientious approach to reading instruction combines an insider perspective on the development of high-stakes tests with classroom experience in achieving successful reading outcomes at the elementary and secondary levels. Their research-based methodology, building on teachers' expertise about best practice, is based on five key components:

Aligning instruction to the state or national core standards; Using formative assessment; Connecting units to real-world contexts; Motivating students effectively; Holding on to best practice in literacy instruction

Included are end-of-chapter quizzes and real-life scenarios, plus a full chapter on teaching literacy with special populations. Readers will find helpful solutions for teaching children to love reading in the midst of the accountability movement, and an approach to test preparation that doesn't require teachers to sacrifice everything they already know about teaching kids to read.

Best Practice

Best practice

Chapter Highlights

  • Raising test scores
  • Making inservices count
  • Theoretical approaches to elementary reading

Don't compromise what you know to be best practice in teaching reading. So many of us feel the pressure from the high-stakes accountability system that we desperately search for any quick curriculum fix, especially if our school is not making adequate yearly progress (AYP) under the No Child Left Behind Act (NCLB).

Chapter 6 describes some of the work that is being done in the field to raise test scores, reviews the outlets for finding out about research on the efficacy of those teaching practices, and describes quality inservices. In addition, the chapter reviews the research on several theoretical approaches to teaching reading in the elementary school—reader response theory, critical literacy, and the use ...

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