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Author: Dina Feitelson
Publisher: Praeger
ISBN:
Category : Education
Languages : en
Pages : 274
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Book Description
Creating a strong link between up-to-date research findings and classroom practice, this book analyzes, compares, and critiques prevalent classroom strategies in light of expertise available in other countries. The theme of the volume, that form and meaning can be united from an early point in the reading curriculum, is clearly developed and reinforced from different perspectives. The book is a distinctive blend of assimilated research results and cogently argued teaching recommendations. It provides solutions to common problems that have proved successful in other countries, and opens up alternatives that presently are not described in the literature.
Author: Dina Feitelson
Publisher: Praeger
ISBN:
Category : Education
Languages : en
Pages : 274
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Book Description
Creating a strong link between up-to-date research findings and classroom practice, this book analyzes, compares, and critiques prevalent classroom strategies in light of expertise available in other countries. The theme of the volume, that form and meaning can be united from an early point in the reading curriculum, is clearly developed and reinforced from different perspectives. The book is a distinctive blend of assimilated research results and cogently argued teaching recommendations. It provides solutions to common problems that have proved successful in other countries, and opens up alternatives that presently are not described in the literature.
Author: Marilyn Jager Adams
Publisher: MIT Press
ISBN: 9780262510769
Category : Psychology
Languages : en
Pages : 508
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Book Description
Beginning to Read reconciles the debate that has divided theorists for decades over what is the "right" way to help children learn to read. Beginning to Read reconciles the debate that has divided theorists for decades over the "right" way to help children learn to read. Drawing on a rich array of research on the nature and development of reading proficiency, Adams shows educators that they need not remain trapped in the phonics versus teaching-for-meaning dilemma. She proposes that phonics can work together with the whole language approach to teaching reading and provides an integrated treatment of the knowledge and process involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction. A Bradford Book
Author: Peter Pumfrey
Publisher: Routledge
ISBN: 1135719543
Category : Education
Languages : en
Pages : 204
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Book Description
This is the first of a two-volume publication which provides an international perspective on how children learn to read. Research studies and classroom experiences from around the world are reported, highlighting implications for the design implementation and evaluation of classroom reading programmes. Contributions and evidence is drawn from over 18 countries and, despite the national differences, there are many common concerns and controversies. From these, three areas are identified: the first is developing an improved understanding of the nature of children's early reading development; the second is the consideration of the ways in which children's reading can be encouraged; and finally issues of assessment in the context of accountability are addressed. This volume deals with the first of these concerns.
Author: Clare Wood
Publisher: Routledge
ISBN: 1134004230
Category : Education
Languages : en
Pages : 416
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Book Description
With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing. Each paper in this volume provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling. This book develops the argument for a need to incorporate less widely cited research into popular accounts of written language development and disability, challenging the idea that the development of a universal theory of written language development is attainable. The arguments within the book are explored in three parts: overarching debates in reading and spelling reading and spelling across languages written language difficulties and approaches to teaching. Opening up the existing debates, and incorporating psychological theory and the politics surrounding the teaching and learning of reading and spelling, this edited collection offers some challenging points for reflection about how the discipline of psychology as a whole approaches the study of written language skills. Highlighting ground-breaking new perspectives, this book forms essential reading for all researchers and practitioners with a focus on the development of reading and spelling skills.
Author: Rhona Johnston
Publisher: Learning Matters
ISBN: 1473908892
Category : Education
Languages : en
Pages : 193
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Book Description
The synthetic phonics approach is used in all primary schools in England. If you are a trainee or beginning primary school teacher, you need to demonstrate a confidence in the teaching of phonics to meet the Teachers′ Standards and gain QTS. This is a practical, up-to-date guide to teaching children to read using synthetic phonics. It helps you to understand the theory behind phonics and how children′s learning of reading can develop. It gives you practical teaching strategies and outlines how you can assess and diagnose reading problems. This second edition has been updated to include new chapters on the new Phonics Check in year 1 and overviews of popular phonics schemes used in England and Scotland.
Author: Fran Lehr
Publisher: Routledge
ISBN: 113647692X
Category : Education
Languages : en
Pages : 361
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Book Description
The impetus for this book emerged from a conference that brought together publishers, and reading researchers and educators for the purpose of examining the best available research evidence about what we know -- and what we have yet to learn -- about the teaching of reading and about how children learn to read. The goal of the conference was to contribute to a sound research base upon which to develop classroom practices that will ensure that every American child will become fully literate. Because the field is still so deeply divided over the best ways to translate belief into classroom practice, the editors decided to highlight rather than gloss over these divisions. It is hoped that the papers in this volume will promote thought and discussion that will lead to action in improving reading instruction for children, now and into the new century.
Author: Isabel L. Beck
Publisher: Guilford Publications
ISBN: 1462555365
Category : Education
Languages : en
Pages : 258
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Book Description
Now in a revised and updated third edition incorporating a decade of additional research and classroom experience, this book has helped over 100,000 primary-grade teachers understand and successfully apply the science of reading in phonics instruction. Isabel L. Beck and Mark E. Beck present innovative approaches to assessing and teaching letter–sound relationships, blending, Word Building, multisyllabic decoding, fluency, and more. A wealth of reproducible forms and word lists can be copied from the book or downloaded and printed; the companion website also features supplemental word lists, word and syllable cards, and 30 illustrated Syllasearch stories. Engaging teacher anecdotes and end-of-chapter "Your Turn" activities enhance the book's utility as a professional development resource and course text. New to This Edition *Chapter on the key role of phonics in today's literacy programs--with a focus on what is needed for high-quality instruction aligned with the science of reading. *Chapter on extending Word Building instruction to small groups and individual students. *Extensive revision of the Syllasearch activity for decoding multisyllabic words. *Expanded reproducible and downloadable tools, including enhanced Word Building lists, new Syllasearch lists (with teaching tips), and eight new Syllasearch stories.
Author: Helen Abadzi
Publisher: World Bank Publications
ISBN: 9780821328620
Category : Education
Languages : en
Pages : 110
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Book Description
World Bank Discussion Paper 245. Experience shows that literacy levels are much more easily raised in children than in adults. Literacy is not easily transmitted to adults, and skills of neoliterates are not stable--a problem which can lower the ef
Author: Charles Hulme
Publisher: Routledge
ISBN: 1136498079
Category : Education
Languages : en
Pages : 550
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Book Description
This volume includes chapters by a number of leading researchers in the area of reading and spelling development. They review what is currently known about both normal and impaired development of decoding, comprehension, and spelling skills. They also consider recent work on the remediation of reading and spelling difficulties in children and discuss effective remedial strategies.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 372
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Book Description
