The authors, drawn from around the world, are key researchers and eminent scholars from the fields of reading and literacy, child language, speech pathology, and psychology, representing multiple perspectives within these disciplines. Chapters on the effects and limitations of book sharing are integrated with chapters discussing promising programs on storybook research.
The reality of reading to children is more complex than it appears on the surface. The authors discuss some effects of and suggestions for reading to children that have emerged from the research. The ideas set forth in this volume will stimulate new lines of research on the effects of storybook reading, as well as refinements of current methods, yielding findings that enrich our understanding of this important arena of literacy development.
Ready reference for reading excellence: Orchestrating the thought and learning of struggling writers by Mark Gover Book 2 editions published in in English and held by 4 WorldCat member libraries worldwide It is viable to argue that literacy can be construed as a set of culturally-based discursive practices rather than as merely a set of cognitive skills.
This idea has special relevance for students with learning disabilities, who often struggle with more traditional, individually-based curricular approaches. This study explored the ways in which an experienced second-grade teacher engaged students formally assessed as "learning disabled" in the collaborative editing of a written text.
Analyses suggest that one group of teacher utterances served to orchestrate students' participation in the repair of the text while a second group of utterances seemed to guide the level at which students were considering the text. Regarding the latter, the teacher's comments seemed intended to push students toward either one of two ways of thinking. Some comments encouraged them to clarify the conceptual meaning of the text E.
As a group, collaborative editing appears to have allowed these students to perform at levels well beyond those at which they typically perform individually. These data demonstrate one way that teachers can socialize students, especially those who are academically challenged, into the collaborative creation and revision of texts.
Contains 39 references and 2 tables and 5 figures of data; an appendix contains the full transcript of a round of collaborative editing. Text matters in learning to read by Elfrieda H Hiebert Book 2 editions published in in English and held by 4 WorldCat member libraries worldwide A study examined the opportunities provided by several types of text for beginning readers to learn about three aspects of written English: Results indicate that texts based on high-frequency words give beginning readers ample opportunity to learn highly frequent words but may impede use of letter-sound knowledge because of the irregular patterns of many of these words.
While phonetically regular texts compensate for this problem, occasions for developing fluency with high-frequency words may be few. Texts chosen for literary merit or predictable sentence and text patterns compensate for these problems by providing natural language, a close picture-text match, and predictable text structure, but the variety of different high-frequency and phonetically regular words in literature and little books make these texts demanding for beginning readers.
Results also indicated that beginning readers require texts that allow them to become proficient with all three aspects of written English. Findings suggest that such experiences can be provided in two ways: Seuss's books can be developed. Contains 53 references and 2 tables and a figure of data. Creating a book loan program for inner-city Latino families Book 1 edition published in in English and held by 2 WorldCat member libraries worldwide.
Learning to read in culturally responsive computer environments by Nichole Pinkard Book 1 edition published in in English and held by 2 WorldCat member libraries worldwide Eexplores how culturally defined oral language skills possessed by African-American children can serve as critical bridges to developing their early literacy skills and how the computer-based learning environments can facilitate such development.
This book provides both perspectives. Rather than telling readers how to beat the odds, it provides them with a wide variety of cases from which they can extrapolate to build their own customized teaching programs and practices. The book is targeted to both in-service elementary teachers and literacy students in advanced college courses.
Paperback , pages. Published May 13th by Routledge first published January 1st To see what your friends thought of this book, please sign up. To ask other readers questions about Teaching Reading , please sign up. Lists with This Book. This book is not yet featured on Listopia. Sep 24, Jennie rated it liked it Shelves: As textbooks go, this was not so bad. It presents a lot of reasearch that has been done on schools, that despite challenges, have become top performers. It does a good job at synthesizing the research into a few key findings.
The book is targeted to both in-service elementary teachers and literacy students in advanced college courses. Contains 53 references and 2 tables and a figure of data. Learning to read in culturally responsive computer environments by Nichole Pinkard Book 1 edition published in in English and held by 2 WorldCat member libraries worldwide Eexplores how culturally defined oral language skills possessed by African-American children can serve as critical bridges to developing their early literacy skills and how the computer-based learning environments can facilitate such development. In short, they must be able to create variations on a common theme. CIERA Links in English and held by 2 WorldCat member libraries worldwide Web links to literacy and education resources, and publications by the Center researching children's reading problems and disseminating its solutions to educators, parents, and policy makers. Ready reference for reading excellence:
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