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Preventing Reading Difficulties in Young Children (Hardcover, New)
National Research Council, Division of Behavioral and Social Sciences and Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on the Prevention of Reading Difficulties in Young Children; Edited by Peg Griffin, …
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R2,191
Discovery Miles 21 910
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Ships in 12 - 17 working days
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While most children learn to read fairly well, there remain many
young Americans whose futures are imperiled because they do not
read well enough to meet the demands of our competitive,
technology-driven society. This book explores the problem within
the context of social, historical, cultural, and biological
factors. Recommendations address the identification of groups of
children at risk, effective instruction for the preschool and early
grades, effective approaches to dialects and bilingualism, the
importance of these findings for the professional development of
teachers, and gaps that remain in our understanding of how children
learn to read. Implications for parents, teachers, schools,
communities, the media, and government at all levels are discussed.
The book examines the epidemiology of reading problems and
introduces the concepts used by experts in the field. In a clear
and readable narrative, word identification, comprehension, and
other processes in normal reading development are discussed.
Against the background of normal progress, Preventing Reading
Difficulties in Young Children examines factors that put children
at risk of poor reading. It explores in detail how literacy can be
fostered from birth through kindergarten and the primary grades,
including evaluation of philosophies, systems, and materials
commonly used to teach reading. Table of Contents Front Matter
Executive Summary Part I: Introduction to Reading 1. Introduction
2. The Process of Learning to Read Part II: Who Are We Talking
About? 3. Who Has Reading Difficulties? 4. Predictors of Success
and Failure in Reading Part III: Prevention and Intervention 5.
Preventing Reading Difficulties Before Kindergarten 6.
Instructional Strategies for Kindergarten and the Primary Grades 7.
Organizational Strategies for Kindergarten and the Primary Grades
8. Helping Children with Reading Difficulties in Grades 1 to 3 Part
IV: Knowledge into Action 9. The Agents of Change 10.
Recommendations for Practice and Research References Biographical
Sketches Index
A highly effective recommended practice in early childhood
education, intentional teaching enhances all children's learning
through planned instructional strategies, conversations, and
activities that build on each child's needs and interests. Now
there's an evidence-based professional development framework-the
LEARN IT approach-that helps educators put intentional teaching
into action in their classrooms. Developed by the authors, LEARN IT
strengthens teaching in five steps: Learning new knowledge and
skills, Enacting knowledge and skills in the classroom, Assessing
the effectiveness of instructional interactions, Reflecting on and
revising practices based on the assessment, and Networking with
colleagues and mentors. Through unique professional development
activities that build skills through group meetings and individual
mentoring sessions, teachers will master essential elements of
intentional teaching and apply their new knowledge in the
classroom. Practical, flexible, and supportive, this proven plan
for professional development will help schools make lasting gains
in teacher effectiveness and boost learning outcomes for all young
children. Benefits of LEARN IT: * Demystifies key elements of
intentional teaching. Educators will discover how to facilitate
play, include each child, engage in culturally responsive practice,
assess diverse children, and link assessment with curriculum and
instruction. * Engages teachers with effective activities.
Facilitated professional development activities build teachers'
skills through group meetings, one-to-one sessions between
educators and mentors, and follow-up small-group meetings. *
Ensures lasting improvements. Going far beyond one-time teacher
trainings, the authors' ongoing LEARN IT approach ensures that
educators retain new skills and strategies and apply them in their
everyday work. * Evidence-based and field-tested. LEARN IT was
developed and tested for effectiveness during a multiyear research
project with Head Start teachers. * Fits a variety of professional
development needs. LEARN IT can be used with larger or smaller
groups of teachers, and activities are flexible and adaptable.
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