Teaching Children to Read The Teacher Makes the Difference

A research-based, practical, comprehensive guide to teaching literacy in K-8 classrooms
In an era of rigorous standards, Teaching Children to Read provides the essential information and strategies pre-service and new teachers need to help their students develop into capable and confident readers.

The importance of the teacher’s role is emphasized in every chapter using seven pillars of effective reading instruction: Teacher Knowledge; Classroom Assessment; Evidence-Based Teaching Strategies; Response to Intervention (or Multi-Tiered Systems of Support); Motivation and Engagement; Technology and New Literacies; and Family and Community Connections. Filled with recommendations made by the Institute of Education Sciences’ What Works Clearinghouse and links to IRIS Center instructional modules (in Revel™), the 8th Edition provides the research-based tools and knowledge needed to plan and deliver up-to-date, effective reading instruction in today’s classrooms.

Teaching Children to Read, 8th Edition is also available via Revel, an interactive learning environment that enables students to read, practice, and study in one continuous experience.

D. Ray Reutzel is Dean of the College of Education at the University of Wyoming in Laramie. He was the Emma Eccles Jones Distinguished Professor and Endowed Chair of Early Literacy at Utah State University for 14 years. He has taught kindergarten, first grade, third grade, and sixth grade. Dr. Reutzel is the author of more than 225 refereed research reports, articles, books, book chapters, and monographs published in The Elementary School Journal, Early Childhood Research Quarterly, Reading Research Quarterly, Journal of Literacy Research, Journal of Educational Research, Reading Psychology, Literacy Research and Instruction, Language Arts, Journal of Adolescent and Adult Literacy, and The Reading Teacher, among others. He has received more than $16 million in research and professional development funding from private, state, and federal agencies, including the Institute of Education Sciences and the U.S. Department of Education.

Dr. Reutzel is the past editor or coeditor of The Reading Teacher, Literacy Research and Instruction, and the current Executive Editor of The Journal of Educational Research. He is author or co-author of several chapters published in the Handbook of Classroom Management, the Handbook of Research on Literacy and Diversity, and the Handbook of Reading Research (Vol. IV), and is editor of the Handbook of Research-Based Practice in Early Education, published by Guilford Press. His most recent book, Young Meaning Makers: Teaching Reading Comprehension, K—2, published by Teachers College Press, explains how to use Construction-Integration Theory to inform the teaching of reading comprehension with young learners.

Dr. Reutzel received the 1999 A. B. Herr Award from the College Reading Association for outstanding research and published contributions to reading education. He was the recipient of the John C. Manning Public School Service Award from the International Reading Association in May 2007 for his many years of working in schools with teachers and children. He also served as past president of the College Reading Association/Association for Literacy Educators and Researchers, and as a member of the board of directors of the International Reading Association from 2007 to 2010. Dr. Reutzel was inducted as a member of the Reading Hall of Fame in 2011. From 2012 to 2015, he served on the Board of Directors of the Literacy Research Association. Dr. Reutzel was elected to serve as President of the Reading Hall of Fame for 2017—2018.

Robert B. Cooter, Jr., currently serves as Ursuline Endowed Professor and Dean of the Annsley Frazier Thornton School of Education at Bellarmine University in Louisville, Kentucky. From 2006 to 2011, he served as editor of The Reading Teacher, the largest circulation literacy education journal worldwide. His research is focused on the improvement of literacy acquisition for children living in poverty. In 2008, Professor Cooter received the A. B. Herr Award from the Association of Literacy Educators and Researchers for contributions to the field of literacy.

Earlier in his career, Professor Cooter served as an elementary classroom teacher and Title I reading specialist. In public school administration, he was appointed as the first “Reading Czar” (associate superintendent) for the Dallas Independent School District. He was also named Texas State Champion for Reading by the governor for development of the acclaimed Dallas Reading Plan for some 3,000 elementary school teachers. Professor Cooter later designed and served as principal investigator of the Memphis Striving Readers Program, a $16 million middle-school literacy research project funded by the U.S. Department of Education. In 2007, he and colleagues J. Helen Perkins and Kathleen Spencer Cooter were recipients of the Urban Impact Award from the Council of Great City Schools for their work in high-poverty schools.

Professor Cooter has authored or co-authored over 20 books in reading education and more than 60 journal articles. His books include the best-selling Strategies for Reading Assessment and Instruction (co-authored with D. Ray Reutzel) used at over 200 universities; The Flynt-Cooter Comprehensive Reading Inventory—2, a norm-referenced classroom reading assessment with English and Spanish versions; and Perspectives on Rescuing Urban Literacy Education: Spies, Saboteurs, and Saints. Professor Cooter is currently working on a new book with his wife and colleague, Professor Kathleen
Cooter, titled Urban Literacy Education: Helping City Kids in Regular and Special Education Classrooms.

Professor Cooter lives in Prospect, Kentucky, and enjoys family time with his bride, grandchildren, and pups on their houseboat, Our Last Child. He sometimes appears in reunion concerts with The George Washington Bridge Band, a Nashville-based rock group he cofounded and toured with during the 1960s and 70s.

1. Effective Reading Instruction
2. Developing Children’s Oral Language to Support Literacy Instruction
3. Early Reading Instruction: Getting Started with the Foundations
4. Phonics and Word Recognition
5. Reading Fluency
6. Increasing Reading Vocabulary
7. Teaching Reading Comprehension
8. Writing
9. Evidence-Based Reading Programs and Tools
10. Assessment
11. Effective Reading Instruction and Organization in Grades K-3
12. Effective Disciplinary Literacy in Grades 4-8