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Early Reading Instruction

Author: Diane McGuinness
Publisher: MIT Press
ISBN: 9780262263825
Size: 29.72 MB
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Early Reading Instruction is a comprehensive analysis of the research evidence from early writing systems to computer models of reading. In this book, Diane McGuinness provides an innovative solution to the "reading war" -- the century-old debate over the efficacy of phonics (sound-based) versus whole-word (meaning- based) methods. She has developed a prototype -- a set of elements that are critical to the success of a reading method.McGuinness shows that all writing systems, without exception, are based on a sound unit in the language. This fact, and other findings by paleographers, provides a platform for the prototype. Other elements of the prototype are based on modern research. For example, observational studies in the classroom show that time spent on three activities strongly predicts reading success: learning phoneme/symbol correspondences, practice at blending and segmenting phonemes in words, and copying/writing words, phrases, and sentences. Most so-called literacy activities have no effect, and some, like sight word memorization, have a strongly negative effect.The National Reading Panel (2000) summarized the research on reading methods after screening out thousands of studies that failed to meet minimum scientific standards. In an in-depth analysis of this evidence, McGuinness shows that the most successful methods (children reading a year or more above age norms) include all the elements in the prototype. Finally, she argues, because phonics-type methods are consistently shown to be superior to whole-word methods in studies dating back to the 1960s, it makes no sense to continue this line of research. The most urgent question for future research is how to get the most effective phonics programs into the classroom.

Beginning To Read

Author: Marilyn Jager Adams
Publisher: MIT Press
ISBN: 9780262510769
Size: 52.21 MB
Format: PDF
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Beginning to Read reconciles the debate that has divided theorists for decades over the "right" way to help children learn to read. Drawing on a rich array of research on the nature and development of reading proficiency, Adams shows educators that they need not remain trapped in the phonics versus teaching-for-meaning dilemma. She proposes that phonics can work together with the whole language approach to teaching reading and provides an integrated treatment of the knowledge and process involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction. A Bradford Book

Language Development And Learning To Read

Author: Diane McGuinness
Publisher: MIT Press
ISBN: 9780262250405
Size: 52.16 MB
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Research on reading has tried, and failed, to account for wide disparities in reading skill even among children taught by the same method. Why do some children learn to read easily and quickly while others, in the same classroom and taught by the same teacher, don't learn to read at all? In Language Development and Learning to Read, Diane McGuinness examines scientific research that might explain these disparities. She focuses on reading predictors, analyzing the effect individual differences in specific perceptual, linguistic, and cognitive skills may have on a child's ability to read. Because of the serious methodological problems she finds in the existing research on reading, many of the studies McGuinness cites come from other fields -- developmental psychology, psycholinguistics, and the speech and hearing sciences -- and provide a new perspective on which language functions matter most for reading and academic success.McGuinness first examines the phonological development theory -- the theory that phonological awareness follows a developmental path from words to syllables to phonemes -- which has dominated reading research for thirty years, and finds that research evidence from other disciplines does not support the theory. McGuinness then looks at longitudinal studies on the development of general language function, and finds a "tantalizing connection" between core language functions and reading success. Finally, she analyzes mainstream reading research, which links reading ability to specific language skills, and the often flawed methodology used in these studies. McGuinness's analysis shows the urgent need for a shift in our thinking about how to achieve reading success.

Why Our Children Can T Read And What We Can Do About It

Author: Diane McGuinness
Publisher: Simon and Schuster
ISBN: 9780684831619
Size: 52.49 MB
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A neuropsychologist shows how outmoded methods for teaching reading have resulted in plummeting literacy levels and offers a new program, based on careful research, that teaches any child--including those with attention deficits--to read well. 35,000 first printing. Tour.

Supporting Readers In Secondary Schools

Author: Wendy Jolliffe
Publisher: Learning Matters
ISBN: 1473905559
Size: 30.36 MB
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Supporting Readers in Secondary Schools Are you a secondary school teacher who needs to know about phonics and teaching reading? Then this book is for you. There are lots of books on teaching phonics but most are written to support primary teachers. This book is written specifically for secondary teachers working with children who need support with reading. There are loads of case studies from secondary schools and useful tips on teaching strategies and ideas for resources. It covers the phonics subject knowledge you need to know as a secondary teacher and gives guidance on planning and methods of assessment. It also explores a range of intervention programmes and resources to give you comprehensive support in teaching reading. Linked to the Teachers’ Standards.

Literate Thought

Author: Peter V. Paul
Publisher: Jones & Bartlett Publishers
ISBN: 0763778524
Size: 34.73 MB
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Literate Thought: Understanding Comprehension and Literacy introduces students and professionals to the multifaceted concept of literate thought and related complex concepts such as language, literacy, cognition, and comprehension, as well as other areas such as the new and multiple literacies, psychological or disciplinary models, and critico-creative thinking. Literate Thought: Understanding Comprehension and Literacy details the various aspects of a model or theory of literate thought with examples to enhance understanding of the concept. This incisive text provides an overview of literate thought and emphasizes the necessity to develop literate thought in individuals from a multiple perspective, not just from print literacy only. With alternative and additional options for developing literate thought, the possibility to improve levels of thinking in everyone, including children with disabilities and those learning English as a second language, may be increased. This ground-breaking text provides meaningful application in practice for speech-language pathology, special education, psychology, and reading and literacy professionals.

Reading And Deafness Theory Research And Practice

Author: Beverly J Trezek
Publisher: Cengage Learning
ISBN: 1428324356
Size: 22.38 MB
Format: PDF
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This first-of-its-kind text connects theories and research with classroom practice to provide a comprehensive and balanced view of reading and deafness that addresses a broad scope of literacy concepts. An excellent classroom resource, the text offers current and future deaf educators with research-based reading instructional practices and techniques for implementing these strategies with students. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

Language And Deafness

Author: Peter V. Paul
Publisher: Jones & Bartlett Learning
ISBN: 9780763751043
Size: 25.62 MB
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The Fourth Edition of Language and Deafness covers language and literacy development from preschool through adolescence. Content includes the basics of language development and the relationship between language and cognition. Oral communication methods and English-like signing systems are also covered, along with linguistics/sociolinguistics of American Sign Language. Multicultural aspects, including bilingualism and second-language learning, are covered in detail.

The Science Of Reading

Author: Margaret J. Snowling
Publisher: John Wiley & Sons
ISBN: 1118712307
Size: 22.50 MB
Format: PDF, Kindle
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The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field

Instruction And Technology

Author: Brad Mehlenbacher
Publisher: MIT Press
ISBN: 0262013940
Size: 10.20 MB
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"Mehlenbacher unpacks the complex relationships between instruction and technology while emerging as a sensitive guide to the frequently confusing and disparate landscapes of learning with technology."--Karen Schriver, President, KSA Communication Design & Research.