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Preparing Our Teachers: Opportunities for Better Reading Instruction


reviewed by Marianne Baker — 2003

coverTitle: Preparing Our Teachers: Opportunities for Better Reading Instruction
Author(s): Dorothy S. Strickland, Catherine Snow, Peg Griffin, M. Susan Burns,and Peggy McNamara
Publisher: Joseph Henry Press, Washington
ISBN: 0309074452, Pages: 183, Year: 2002
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What is the core content for reading educators today? What is it pre-service and in-service teachers need to know to effectively teach students to read? Beginning with a grant received from New York’s Carnegie Corporation, Strickland and Snow convened with New Brunswick Group members Burns, Griffin and McNamara to develop this consensus document and work with professional development institutes on teacher education in reading. Snow, Burns, and Griffin also served as editors in the landmark academic report reviewing some of the nation’s leading and most current reading research; Preventing Reading Difficulties in Young Children. The group’s 1998 report evaluated methods and results of reading instruction and reading intervention, surmising that the primary prevention is good classroom instruction. In an attempt to bring findings from that report to non-academics, Burns, Snow, and Griffin edited Starting Out Right: A Guide to Promoting Children’s Reading Success (1999). Both for the home and the classroom, reading-related activities were offered for children from birth to grade three. Similarly, Strickland and Snow’s Preparing Our Teachers: Opportunities... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 105 Number 7, 2003, p. 1374-1377
http://www.tcrecord.org ID Number: 11126, Date Accessed: 10/20/2017 6:44:55 AM

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About the Author
  • Marianne Baker
    James Madison University
    E-mail Author
    MARIANNE BAKER is an assistant professor in Reading Education at James Madison University. She has recently published “Reading resistance in middle school: What can be done?” for the Journal of Adolescent and Adult Literacy (February, 2002) and is currently chronicling her development and reflections as a teacher educator. She teaches literacy instruction, reading assessment, and children’s literature to in-service and pre-service teachers at James Madison University.
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