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Learning From Children Who Read at an Early Age is the result of a three-year research project in which the authors studied a group of children who learnt to read without being taught, from before they started school until the end of Year 2 when they were given their first National Curriculum assessments. Using this study as a framework for examining how children make progress over their time in Key Stage 1 across a range of literacy skills, the authors suggest guidelines which teachers can use to help all children progress with reading.
This textbook will prove invaluable to teacher educators, teachers,
educational psychologists, and any professional who is involved
with teaching children to read. It provides a detailed examination
of the processes that are involved in achieving fluent word reading
skills and ability to comprehend written texts. Understanding these
processes and their development empowers teachers to select
appropriate, evidence-based teaching strategies and thus teach
children more effectively. The book is in four parts: Part 1
provides the reader with a Tutorial Review covering essential
knowledge about language, and presenting the two dimensions of the
Simple View of Reading. Part 2 concentrates on the word reading
dimension, with chapters on processes in skilled word reading, the
development of these processes, and practical advice on research
validated teaching methods to develop children's word reading
skills. Part 3 turns to the language comprehension dimension, with
chapters on the comprehension of oral and written language, and on
teaching reading comprehension. Part 4 introduces the reader to
assessment practices and methods of identifying children with
difficulties in either or both dimensions of the Simple View, and
considers children with word reading difficulties and children with
specific comprehension difficulties, describing effective
evidence-based interventions for each type of difficulty.
This textbook will prove invaluable to teacher educators, teachers,
educational psychologists, and any professional who is involved
with teaching children to read. It provides a detailed examination
of the processes that are involved in achieving fluent word reading
skills and ability to comprehend written texts. Understanding these
processes and their development empowers teachers to select
appropriate, evidence-based teaching strategies and thus teach
children more effectively. The book is in four parts: Part 1
provides the reader with a Tutorial Review covering essential
knowledge about language, and presenting the two dimensions of the
Simple View of Reading. Part 2 concentrates on the word reading
dimension, with chapters on processes in skilled word reading, the
development of these processes, and practical advice on research
validated teaching methods to develop children's word reading
skills. Part 3 turns to the language comprehension dimension, with
chapters on the comprehension of oral and written language, and on
teaching reading comprehension. Part 4 introduces the reader to
assessment practices and methods of identifying children with
difficulties in either or both dimensions of the Simple View, and
considers children with word reading difficulties and children with
specific comprehension difficulties, describing effective
evidence-based interventions for each type of difficulty.
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