Nurturing Primary Readers in Grades K-3
Reading Instruction Centered in Students' Social Emotional Needs
- Available for pre-order on March 31, 2023. Item will ship after April 21, 2023
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Weaving together reading pedagogy and social emotional learning (SEL) frameworks, this text presents an integrated, research-based approach to reading instruction grounded in instructional and collaborative strategies that address students’ social emotional needs.
The text features real stories from the classroom to invite readers to learn alongside the students, teachers, families, and professionals as they experience journeys of growth. The authentic case studies cover best practices in reading instruction in a way that centers students, promotes the whole child, and supports reading growth. Following a cyclical framework—discovering, nurturing, growing—each chapter address typical student reading needs and explains the role of collaborative relationships in effective instruction. Through the medium of storytelling, readers gain profound insights into key topics, including teaching multilingual students, phonological awareness, reading fluency, and more.
Accessible and comprehensive, this book steers away from a prescriptive recipe for instruction but rather leaves readers with an effective framework for incorporating data-based decision-making, collaboration and research-supported literacy practices to foster each students’ social and emotional skills in the classroom.
With a targeted focus on K-3 classrooms, this text is a key resource for pre-service and in-service educators in literacy education and elementary education, enriching the perspectives of all educators.
Table of Contents
1. The Importance of the Integration of Reading Instruction with Social Emotional Learning 2. Meet Michael: Connecting early literacy and working memory with the physical domain 3. Meet Abby: Developing Phonological Awareness Skills and Social Communication while Regulating Trauma 4. Meet Sammy: Supporting phonics and decoding with social emotional needs through an interprofessional approach 5. Meet Carolyn: Growing fluency practices and minimizing anxiety 6. Meet Bryce: Supporting reading comprehension and goal directed persistence 7. Meet Farah: Supporting vocabulary and background knowledge for a multilingual student who experienced trauma Appendix
Lane W. Clarke is Associate Professor of Education at University of New England, USA.
Krysten Gorrivan is Assistant Teaching Professor of Education at University of New England, USA.