Multiple Paths to Literacy: Classroom Techniques for Struggling Readers, K-12 (5th Edition)

I would like to begin this preface by saying that this text, in particular this fifth edition, embodies a profound respect for teachers as knowledgeable, thinking professionals. I feel there is a need for such a statement when state legislatures around the country are mandating curriculum and program "police" are monitoring classrooms to ensure that teachers be technicians of a particular program rather than be trusted to teach as the professional educators that they are. Teaching is very hard work. It requires a view of oneself as a lifelong learner. Teachers also view themselves as researchers, constantly questioning their methods and trying new ideas that might help them to meet the needs of all the students entrusted to them. Just as classroom teachers are continually developing as professionals, so am I, as the author of this text. Between editions I regularly read professional literature, attend conferences, work with students of all ages, and discuss ideas with colleagues for the express purpose of identifying the methods and theories related to literacy assessment and instruction that represent the best of what is known in the field of literacy education. Therefore, as I have done for prior editions, I offer, in this edition, information based on the most current research in the field and the best thinking of literacy experts representative of a variety of viewpoints to present a balanced look at what we educators can do to help all learners achieve literacy. A continuing goal is also to provide teacher education students, classroom teachers, and reading teachers with a guide and a resource for meeting the needs of readers experiencing difficulty, including second-language learners, found in most classrooms throughout the United States. The use of quality children's literature as a starting point for literacy instruction remains a major focus. This edition also strongly supports a view of literacy development that includes multiple forms of literacy. From text-based forms to technology-related literacy to visual literacy and the performing arts, incorporating a variety of forms is essential to meeting the needs of learners in today's world. The conceptual framework that best illuminates this view is Gardner's (1983, 1999) multiple intelligences (MI) theory, which is greatly expanded upon in this edition. In addition, a conscious effort has been made to present techniques appropriate to, or easily modified for, any grade level from primary through secondary school. Students can experience difficulty at any point in their literacy development. Difficulty is often first noticed when students are asked to read material such as expository text that requires strategic reading behaviors different from those for reading narrative text. WHAT IS NEW IN THIS EDITION? Expanded coverage of Gardner's multiple intelligences theory throughout the text. Included are margin notes that make explicit connections between a particular strategy and the specific intelligence it represents as an entry to literacy development. Expanded coverage of literacy development for second-language learners (SLL), including a major revision and earlier placement in the text of a foundational chapter on language diversity, and highlighting within chapter boxes particularly effective SLL strategies for each domain chapter. A new chapter on integrating the arts and literacy instruction. This chapter contains actual examples that describe specific activities for linking literacy with the visual arts, drama, music, and dance. A more logical arrangement and increased coverage of comprehension topics. There is now a separate chapter on meaning vocabulary, with chapters on general comprehension strategies, strategic reading for both narrative and expository material, and study skills, for a total of five chapters that deal specifically with comprehension issues. More integration of technologyJoan P. Gipe is the author of 'Multiple Paths to Literacy: Classroom Techniques for Struggling Readers, K-12 (5th Edition)', published 2001 under ISBN 9780130308993 and ISBN 0130308994.