The comprehensive guide you can trust for evidence-based reading practices
It′s settled science: developing skilled readers can enhance students’ lives. That’s why renowned educators Douglas Fisher, Nancy Frey, and Diane Lapp wrote this resource with the urgency of a code blue in an ER—because too many children, for many reasons, struggle with learning to become strong readers.
Designed to be a one-stop shop for best practices, Teaching Reading is concise, encyclopedic, and essential. Thirteen interactive modules provide easy to read ideas to support you teaching every child to read very well. You will learn how to:
- Focus on two critical aspects of reading—word recognition and language comprehension.
- Select the best activities to support students in grades K-6 to learn letters and sound relationships.
- Provide developing readers with the most effective oral, written, and reading experiences.
- Recharge your confidence and craft with uplifting new research findings from neuroscience, cognitive science, and child development.
- Clear up confusions about phonics progressions, reading fluency, morphology, text selection, grammar, and more.
- Develop background knowledge, vocabulary, and comprehension instruction.
- Be up to date on how to help students attain deeper levels of comprehension by applying Theory of Mind and other cutting-edge ideas.
Reading is a thrilling but complex process. It involves a heady mix of skills, schema, self-concept, and social dimensions. To give all students the chance to reap its rewards, we need a go-big kind of resource. This is it.
Spis treści
Introduction
Module 1. How Reading Develops
PART I. WORD RECOGNITION
Module 2. Phonological Awareness
Module 3. Alphabetics
Module 4. Phonics and Decoding
Module 5. Sight Word Recognition
Module 6. Reading Fluency
PART II. LANGUAGE COMPREHENSION
Module 7. Background Knowledge
Module 8. Vocabulary Knowledge
Module 9. Morphological Awareness
Module 10. Text and Language Structures
Module 11. Literacy and Text Knowledge
Module 12. Verbal Reasoning
Module 13. Theory of Mind
Appendices
O autorze
Diane Lapp, Ed D, is a distinguished professor of education at San Diego State University where her work continues to be applied to schools. She is also an instructional coach and teacher at Health Sciences High & Middle College. Throughout her career, Diane has taught in elementary, middle, and high schools. Her major areas of research and instruction regard issues related to the planning and assessment of very intentional literacy instruction and learning. A member of both the California and the International Reading Halls of Fame, Diane has authored, coauthored, and edited numerous articles, columns, texts, handbooks and children’s materials on instruction, assessment, and literacy related issues. Diane is the recipient of the ILA 2023 William S. Gray Citation of Merit, a prestigious award reserved for those who have made outstanding contributions to multiple facets of literacy development. Diane can be reached at [email protected]. Follow her on twitter @lappsdsu
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