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Author: S. Jay Samuels
Publisher: Newark, Del. : International Reading Association
ISBN:
Category : Education
Languages : en
Pages : 376
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Book Description
Maintaining the balance between theory and application of the 1978 edition, this book's second edition keeps up with changes in the reading curriculum by adding chapters on text structure, metacognition, and home background not found in the first edition. Chapter titles are: (1) "The Role of Research in Reading Instruction" (Wayne Otto); (2) "Home and School Together: Helping Beginning Readers Succeed" (Lloyd O. Ollila and Margie I. Mayfield); (3) "Whole Language Research: Foundations and Development" (Kenneth S. Goodman); (4) "Assessing Literacy: From Standardized Tests to Portfolios and Performances" (Elfrieda H. Hiebert and Robert C. Calfee); (5) "The Role of Decoding in Learning to Read" (Isabel L. Beck and Connie Juel); (6) "Reading Fluency: Techniques for Making Decoding Automatic" (S. Jay Samuels, Nancy Schermer, and David Reinking); (7) "Developing Expertise in Reading Comprehension" (P. David Pearson, Laura R. Roehler, Janice A. Dole, and Gerard G. Duffy); (8) "Improving Reading Instruction in the Content Areas" (Stephen Simonsen and Harry Singer); (9) "Text Structure, Comprehension, and Recall" (Barbara M. Taylor); (10) "Metacognition and Self-Monitoring Strategies" (Ruth Garner); (11) "Teaching the Disabled or Below-Average Reader" (Jeanne S. Chall and Mary E. Curtis); (12) "Reading and the ESL Student" (Joanne R. Nurss and Ruth A. Hough); and (13) "Teaching Adults to Read" (Thomas G. Sticht and Barbara A. McDonald). (RS)
Author: S. Jay Samuels
Publisher: International Reading Assoc.
ISBN: 9780872078291
Category : English language
Languages : en
Pages : 0
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Book Description
The changing and moving field of reading is reflected in the progression of What Research Has to Say About Reading Instruction over the years, as the editors have sought to provide a solid foundation for the important work of teaching students to read. This new edition of this classic research review offers a broad and balanced perspective of the latest theory, research, and practice to provide that foundation.
Author: S. Jay Samuels
Publisher:
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 260
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Book Description
An indispensable resource for classroom teachers and teacher educators alike, the reader-friendly text offers a range of expert perspectives on the key aspects of fluency.
Author: Margaret J. Snowling
Publisher: John Wiley & Sons
ISBN: 0470757639
Category : Psychology
Languages : en
Pages : 680
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Book Description
The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Author: Timothy Rasinski
Publisher: MDPI
ISBN: 3039432680
Category : Social Science
Languages : en
Pages : 146
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Book Description
Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
Author: Philip B. Gough
Publisher: Routledge
ISBN: 1351236881
Category : Education
Languages : en
Pages : 385
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Book Description
Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.
Author: Sharon Walpole
Publisher: Guilford Publications
ISBN: 1462531512
Category : Language Arts & Disciplines
Languages : en
Pages : 297
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Book Description
Tens of thousands of K?3 teachers have relied on this book--now revised and expanded with more than 50% new material--to plan and deliver effective literacy instruction tailored to each student's needs. The authors provide a detailed framework for implementing differentiated small-group instruction over multiweek cycles. Each component of the beginning reading program is addressed--phonological awareness, word recognition, fluency, vocabulary, and comprehension. In a large-size format with lay-flat binding for easy photocopying, the book includes dozens of reproducible lesson plans, instructional activities, assessment forms, and other tools. Purchasers get access to a Web page where they can download and print the reproducible materials. New to This Edition *Differentiation 2.0: the approach has been fine-tuned based on field testing, new research findings, and current standards and response-to-intervention frameworks. *Many additional reproducible tools, such as coaching templates and the Informal Decoding Inventory. *Beyond lesson plans and materials, the second edition offers more guidance for designing instruction and grouping students, making it a one-stop resource. *Reproducible tools now available to download and print.
Author: Susan McShane
Publisher:
ISBN:
Category : Elementary education of adults
Languages : en
Pages : 196
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Book Description
Author: S. Jay Samuels
Publisher: Newark, Del. : International Reading Association
ISBN:
Category : Education
Languages : en
Pages : 376
Get Book Here
Book Description
Maintaining the balance between theory and application of the 1978 edition, this book's second edition keeps up with changes in the reading curriculum by adding chapters on text structure, metacognition, and home background not found in the first edition. Chapter titles are: (1) "The Role of Research in Reading Instruction" (Wayne Otto); (2) "Home and School Together: Helping Beginning Readers Succeed" (Lloyd O. Ollila and Margie I. Mayfield); (3) "Whole Language Research: Foundations and Development" (Kenneth S. Goodman); (4) "Assessing Literacy: From Standardized Tests to Portfolios and Performances" (Elfrieda H. Hiebert and Robert C. Calfee); (5) "The Role of Decoding in Learning to Read" (Isabel L. Beck and Connie Juel); (6) "Reading Fluency: Techniques for Making Decoding Automatic" (S. Jay Samuels, Nancy Schermer, and David Reinking); (7) "Developing Expertise in Reading Comprehension" (P. David Pearson, Laura R. Roehler, Janice A. Dole, and Gerard G. Duffy); (8) "Improving Reading Instruction in the Content Areas" (Stephen Simonsen and Harry Singer); (9) "Text Structure, Comprehension, and Recall" (Barbara M. Taylor); (10) "Metacognition and Self-Monitoring Strategies" (Ruth Garner); (11) "Teaching the Disabled or Below-Average Reader" (Jeanne S. Chall and Mary E. Curtis); (12) "Reading and the ESL Student" (Joanne R. Nurss and Ruth A. Hough); and (13) "Teaching Adults to Read" (Thomas G. Sticht and Barbara A. McDonald). (RS)
Author: Barbara Combs
Publisher: SAGE
ISBN: 1412975298
Category : Education
Languages : en
Pages : 297
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Book Description
"Assessing and Addressing Literacy Needs: Cases and Instructional Strategies is designed to help preservice and inservice teachers understand the problems that children encounter when learning to read and to provide key instructional strategies related to best practices in literacy instruction. The text promotes reflection and analysis that will provoke thoughtful responses and discussions to help teachers use assessments to identify problems and employ appropriate strategies to help their students become better readers"-- Provided by publisher.
Author: Barbara Ruth Peltzman
Publisher: McFarland
ISBN: 147662013X
Category : Literary Criticism
Languages : en
Pages : 287
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Book Description
The diversity of student populations in the United States presents educators with many challenges. To provide effective reading instruction for the individual student, teachers must understand the enormous variety of reading methods and materials that exist and make independent decisions based on their students' particular needs. Research indicates that educators are often influenced by reading instruction fads that quickly fade, making it more challenging to develop a repertoire of teaching strategies in which a teacher may have confidence. This book examines a variety of reading methods used in American schools from the 19th to the 21st century, and the literature promoting or critiquing them, to help teachers become informed decision makers and better meet the needs of students.
