Using a Matrix Approach to Teaching Language Arts

Grades Pre-K Through 6
Erscheinungsjahr 2019
ISBN: 978-1-5165-2034-3
Verlag: Cognella Academic Publishing

Buch, Englisch, 364 Seiten, Paperback, Format (B × H): 203 mm x 254 mm, Gewicht: 785 g

Using a Matrix Approach to Teaching Language Arts: Grades Pre-K Through 6 helps pre-service teachers bridge the gap between theory and practice by providing them with a unique matrix approach to language arts instruction. The approach integrates research- and evidence-based strategies and practices, demonstrating not only what to teach at each grade level to support students' continued development, but also how to manage the practical instruction of language arts within the classroom.

The text begins by introducing readers to the theories upon which research- and evidence-based language arts instruction is founded. Then, the matrices—whole group instruction, tiered instruction, guided reading, guided writing, and product development—are introduced and detailed. Readers also learn how to incorporate language arts into content-area instruction.

Using a Matrix Approach to Teaching Language Arts is ideal for courses with a focus on educational methodology. The book is also an excellent resource for new teachers, veteran teachers, reading specialists, and school administrators.

Autoren/Hrsg.

Puryear, Robin

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Über Autor(innen)

Robin Puryear holds a doctoral degree in literacy leadership from Old Dominion University, an Ed.S. in administration from Virginia Polytechnic Institute and State University, and two master's degrees from Old Dominion University, one in education (with specialization in reading), and the other in education (with specialization in curriculum and instruction). She is an adjunct professor at Old Dominion University and has served as an educator since 1991. Her research interests include literacy, gifted education, curriculum development, the professional development of pre-service and in-service teachers, and mentoring.