Content area
Full text
edited by L. Baker, M. J. Dreher & J. T. Guthrie. New York: Guildford Press, 2000.
ISBN 1 57230 535 5 (paperback). 331 pages.
Elizabeth Lee
This outstanding book is a welcome addition to the increasingly crowded shelf of books on early literacy. In it a strong connection is made between instruction, motivation and achievement. Far too often these topics are considered in isolation though they all come into play every time a child reads. This book is unique in focusing on the inter-relationship among these three factors. As an organizing principle, engagement in reading recognizes the multi-dimensional nature of reading giving equal weight to the cognitive, motivational, and social aspects.
The editors have produced that rare item: a cohesive edited book. Different authors with diverse perspectives have maintained a focus on the interrelationships among topics. The writing is lively and accessible. Each chapter provides a review of the relevant research but also makes connections to and recommendations for practice. This blend of summarizing research and reporting on classroom applications will appeal to a wide audience interested in early literacy.
Graduate students and university professors would read this book with interest as it provides an integrated overview of the topic. It is also a book that reading specialists and those responsible for professional development in districts will find a valuable resource in designing professional days for teachers. As well, classroom teachers will find specific chapters useful when seeking to improve a component of their literacy program.
In the first chapter, Why...