Beginning Reading: A Balanced Approach to Reading Instruction in the First Three Years

Beginning Reading: A Balanced Approach to Reading Instruction in the First Three Years

Beginning Reading: A Balanced Approach to Reading Instruction in the First Three Years

Beginning Reading: A Balanced Approach to Reading Instruction in the First Three Years

Synopsis

Section 1: Who needs another book on reading instruction? Introduction 1. Speaking and reading Section 2: Starting the first school year 2. A balanced literacy program: theory and practice 3. Listening comprehension 4. Phonological awareness Section 3: The first year at school 5. The formal literacy program: Theory 6. The formal literacy program: Rationale and outline 7. Sound/symbol correspondence 8. Phonemic awareness 9. Decodable texts, word families and text features 10. Spelling Section 4: The second year at school 11. Literary texts 12. Factual and procedural texts 13. Word building and morphological awareness 14. Fluency and reading comprehension acquisition Section 5: The third year at school 15. Listening comprehension 16. Reading comprehension and creative writing Section 6: Assessment and intervention 17. Assessment and intervention 18. Individual intervention: Research and practice Afterword A

Excerpt

This book is dedicated to everyone who is interested in research-based data about effective literacy instruction for all children, especially those in their first three years of school. It is intended primarily for those involved with beginning reading in regular classrooms, which typically contain a small but significant number of at-risk literacy learners. I hope, therefore, that it will prove of interest to teacher-educators, practising classroom and resource teachers, literacy consultants, student teachers, policy makers, parents and any others who are concerned with early reading processes and practice in primary/elementary classrooms.

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