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In this book, Samway, Whang, and Pippitt describe their experiences in establishing and maintaining a cross-age reading program in a multiethnic, multilingual inner-city school in Oakland, California. What began as an effort to engage one underachieving fifth-grade boy evolved into an effective cross-age tutoring program, involving first/second grade students and fifth/sixth grade students, most of whom were acquiring English as a non native language.

As a result of this program, the authors witnessed compelling growth among the fifth/sixth grade students as teachers and learners. The younger students gained confidence in both oral language and reading skills.

The authors share their experiences here so that you may enjoy the same successes and rewards. They offer practical suggestions on setting up and maintaining a cross-age reading program, as well as solutions to logistical problems. The appendix includes books and magazines popular with students.

Tabla de contenidos provista por Syndetics

• "When Are We Doing Buddy Reading?"
• Buddy Reading in Action
• "That's Not How You Spell Breakfast!"
• Initial Preparation for a Buddy Reading Program
• "And When I Make It Ixided We Never Have Problems Together"
• Maintaining a Buddy Reading Program
• "If It Weren't for Buddy Reading I'd Still Be Reading Bad"
• The Influence of Buddy Reading on the Students
• "I Had No Idea Manop Could Read So Well Independently"
• The Influence of Buddy Reading on the Teachers
• Appendix: Popular Books and Magazines for Buddy Reading

Notas de autor provistas por Syndetics

For over twenty-two years, Mary Pippitt has been teaching elementary grades, primarily in multilingual, multiethnic settings. As a reading specialist, a teacher consultant, and a mentor teacher, she has conducted numerous workshops for teachers and teachers in training. At present, Pippett is an ELIC facilitator for the Oakland Unified School District. Katharine Davies Samway is Professor of Education at San Jose State University, where she teaches courses in reading/language arts, assessment, writing, and multicultural literature for children and young adults. Her research focuses on the literacy development of English language learners (particularly their writing development and processes), and influences on teachers' beliefs and practices. Her previous books with Heinemann include Myths and Realities (1999) and Buddy Reading (1995). She also cowrote Literature Study Circles in a Multicultural Classroom (1996). Gail Whang has been teaching in multilingual, multiethnic elementary schools for over twenty years. She has taught in the teacher credential program at Holy Names College and is a leader in school restructuring and curriculum innovations. Whang is currently a conflict resolution trainer for the Oakland Unified School District.