Reading Strategies for Elementary Students With Learning Difficulties: Strategies for RTI
Autor William N. Bender, Martha J. Larkinen Limba Engleză Paperback – 22 mar 2009
| Toate formatele și edițiile | Preț | Express |
|---|---|---|
| Paperback (1) | 340.87 lei 6-8 săpt. | |
| SAGE Publications – 22 mar 2009 | 340.87 lei 6-8 săpt. | |
| Hardback (1) | 596.82 lei 6-8 săpt. | |
| SAGE Publications – 9 feb 2009 | 596.82 lei 6-8 săpt. |
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Specificații
ISBN-13: 9781412960694
ISBN-10: 141296069X
Pagini: 272
Dimensiuni: 216 x 279 x 23 mm
Greutate: 0.73 kg
Ediția:Second Edition
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
ISBN-10: 141296069X
Pagini: 272
Dimensiuni: 216 x 279 x 23 mm
Greutate: 0.73 kg
Ediția:Second Edition
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
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Recenzii
“The authors have taken a huge amount of research and information, digested it, and organized it into a clearly arranged, practical, readable, and usable work. This book balances information, suggestions, and examples with reflective exercises that are practical and valuable. It also gives tons of Web sites and resources for more useful tools and tips.”
"Provides research-based information about various reading difficulties from knowledgeable and reputable experts in the field. I appreciate the organizational features: the checklist of strategies at the beginning of each chapter, the reflective exercises throughout the book, teacher tips in each chapter, and the 'What’s Next' section at the end, which is a good way of priming the brain for what it's about to learn.”
"Provides research-based information about various reading difficulties from knowledgeable and reputable experts in the field. I appreciate the organizational features: the checklist of strategies at the beginning of each chapter, the reflective exercises throughout the book, teacher tips in each chapter, and the 'What’s Next' section at the end, which is a good way of priming the brain for what it's about to learn.”
Cuprins
Acknowledgments
About the Authors
Introduction
1. The Reading Brain and Literacy Instruction
The Good News in Reading Research!
Big Ideas From Early Literacy Research
The Emerging Emphasis on Literacy
Assessments of Early Literacy
Brain-Compatible Reading Instruction
A Brain-Based Model of Reading
What the Brain Research on Reading Has Found
Conclusion
What's Next?
2. Phonemic Instruction: The Critical Emphasis in Reading and Literacy
Phonological Instruction and Phonemic Instruction
Phonemic Awareness or Phonemic Manipulation
Guidelines for Phonemic Instruction
Phonemic-Based Reading Programs
Conclusion
What's Next?
3. Phonics and Word Attack Strategies
Phonics and the Brain
Phonics Instructional Options
Strategies for Developmental Reading and Spelling Stages
Conclusion
What's Next?
4. Strategies for Building Vocabulary and Reading Fluency
Vocabulary and Reading Fluency
Building Vocabulary
The Importance of Vocabulary Development
Do We Still Need Sight-Word Approaches for Vocabulary Instruction?
How Good Readers Read
Learning New Vocabulary Terms
Word Recognition Instruction
Deriving Meaning From Vocabulary
Learning Strategies for Vocabulary Mastery
Reading Fluency
Conclusion
What's Next?
5. Gaining Meaning From Reading
Reading Comprehension and the Brain
Story Grammar
Student Think-Alouds or Inferencing Substrategies
Question Answering
List Summaries
Improvisational Drama
Cooperative Discussion and Questioning (Coop-Dis-Q)
Collaborating Strategic Reading (CSR)
Bibliotherapy
Conclusion
What's Next?
6. Reading Comprehension in the Content Areas
Content Area Reading and the Brain
KWPLS (Know, Want to Know, Predict, Learned, Summarize)
Analogies Instruction
Possible Sentences
Vocabulary Self-Collection Strategy (VSS)
Guided Reading in Textual Settings (GRITS)
ReQuest: Asking Self-Declared Questions
Idea Circles
Infra-Act: Sharing Perspectives
Question-Answer Relationships
Conclusion
Resources: Commercially Available Reading Programs
Glossary
Index
About the Authors
Introduction
1. The Reading Brain and Literacy Instruction
The Good News in Reading Research!
Big Ideas From Early Literacy Research
The Emerging Emphasis on Literacy
Assessments of Early Literacy
Brain-Compatible Reading Instruction
A Brain-Based Model of Reading
What the Brain Research on Reading Has Found
Conclusion
What's Next?
2. Phonemic Instruction: The Critical Emphasis in Reading and Literacy
Phonological Instruction and Phonemic Instruction
Phonemic Awareness or Phonemic Manipulation
Guidelines for Phonemic Instruction
Phonemic-Based Reading Programs
Conclusion
What's Next?
3. Phonics and Word Attack Strategies
Phonics and the Brain
Phonics Instructional Options
Strategies for Developmental Reading and Spelling Stages
Conclusion
What's Next?
4. Strategies for Building Vocabulary and Reading Fluency
Vocabulary and Reading Fluency
Building Vocabulary
The Importance of Vocabulary Development
Do We Still Need Sight-Word Approaches for Vocabulary Instruction?
How Good Readers Read
Learning New Vocabulary Terms
Word Recognition Instruction
Deriving Meaning From Vocabulary
Learning Strategies for Vocabulary Mastery
Reading Fluency
Conclusion
What's Next?
5. Gaining Meaning From Reading
Reading Comprehension and the Brain
Story Grammar
Student Think-Alouds or Inferencing Substrategies
Question Answering
List Summaries
Improvisational Drama
Cooperative Discussion and Questioning (Coop-Dis-Q)
Collaborating Strategic Reading (CSR)
Bibliotherapy
Conclusion
What's Next?
6. Reading Comprehension in the Content Areas
Content Area Reading and the Brain
KWPLS (Know, Want to Know, Predict, Learned, Summarize)
Analogies Instruction
Possible Sentences
Vocabulary Self-Collection Strategy (VSS)
Guided Reading in Textual Settings (GRITS)
ReQuest: Asking Self-Declared Questions
Idea Circles
Infra-Act: Sharing Perspectives
Question-Answer Relationships
Conclusion
Resources: Commercially Available Reading Programs
Glossary
Index
Notă biografică
Learn more about William Bender¿s PD offerings
Consulting Description: Differentiated Instruction
Consulting Description: Math
Consulting Description: Project-Based Learning
Consulting Description: RTI
Consulting Description: Technology
William N. Benderbegan his career by teaching eighth- and ninth-grade students in the public schools. He worked in higher education for 28 years and published over 60 research articles and 24 books in education. He specializes in instructional strategies for all students and is recognized as a national leader on instructional tactics, response to intervention, and differentiated instruction. Dr. Bender believes his job is to inform audiences across the nation of innovative, up to date information, based on current applied research. Dr. Bender received his Ph.D. in Special Education from the University of North Carolina and currently consults with schools and districts in the United States and Canada.
Descriere
Offering a set of practical instructional strategies, this second edition of the bestseller helps elementary and middle school educators integrate approaches for strengthening reading skills with procedures for Response to Intervention (RTI).