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Shaping Literate Minds: Developing Self-Regulated Learners

Shaping Literate Minds: Developing Self-Regulated Learners

Shaping Literate Minds: Developing Self-Regulated Learners
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Shaping Literate Minds: Developing Self-Regulated Learners Paperback - 2001

by Dorn, Ms. Linda J.; Soffos, Carla

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Stenhouse Publishers, 2001-01-01. Second Printing. Paperback. Good. Book Leaves in 1 Business Day or Less! Leaves Same Day if Received by 2 pm EST! Cover has some wear, mostly corners and binding. Good.
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Details

  • Title Shaping Literate Minds: Developing Self-Regulated Learners
  • Author Dorn, Ms. Linda J.; Soffos, Carla
  • Binding Paperback
  • Edition Second Printing
  • Condition Used - Good
  • Pages 158
  • Volumes 1
  • Language ENG
  • Publisher Stenhouse Publishers, Portland, Maine, U.S.A.
  • Publication date 2001-01-01
  • Features Bibliography, Index, Table of Contents
  • Bookseller's Inventory # 019-08-00533
  • ISBN 9781571103383 / 1571103384
  • Weight 0.85 lbs (0.39 kg)
  • Dimensions 9.8 x 7.9 x 0.5 in (24.89 x 20.07 x 1.27 cm)
  • Category Education / Teaching
  • Library of Congress subjects Language arts (Primary) - United States
  • Library of Congress Catalogue Number 2001042026
  • Dewey Decimal Code 372.609
  • Quantity available 3

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From the publisher

How can teachers create a literacy curriculum that builds processing links between reading, writing, and spelling knowledge? In Shaping Literate Minds: Developing Self Regulated Learners, Linda J. Dorn and Carla Soffos illustrate how processing theory can be applied to the everyday practices of classroom teaching.

About the author

Linda Dorn is a professor of reading education at the University of Arkansas at Little Rock, where she is the director of the UALR Center for Literacy. She teaches graduate classes in literacy theory, research, classroom practice, and literacy leadership.She has twenty seven years of experience in education, including teaching at the elementary, intermediate, and college levels. Linda is the primary developer and lead trainer of the Partnerships in Comprehensive Literacy Model, a nationally recognized model that uses literacy coaches as agents of change. She has worked with many school districts across the United States and she has collaborated with several state departments on comprehensive literacy initiatives. She believes that school-embedded professional development is critical for supporting teachers in new learning. The schools described in all our books use this approach for improving classroom instruction and student achievement. Our teachers use book clubs, literacy team meetings, and professional study groups. When writing a book, Linda's goal is to mesh theory and practice into a readable text. I enjoy writing with my coauthor, Carla Soffos, who is also my friend and teaching colleague. We have developed a great working relationship. Linda is a native of Tennessee and received her Ph.D. in reading from Texas Women's University. She is married with three children, two stepdaughters, and five grandchildren.

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