Efnisyfirlit

• Acknowledgments
• About the Author
• Introduction
  • Context
  • Code First or Meaning First
    • Code First
    • Meaning First
    • Top Down
  • Tools in Your Teaching Toolbox
  • Audience
• Section I. Understanding the Reading Process
  • Chapter 1. Creating Meaning With Print: The Neurocognitive Model
    • Understanding Reading
      • The Phonological Processing Model of Reading
      • The Neurocognitive Model of Reading
      • Creating Meaning With Print
    • Reading: A Neurological Perspective
      • The Three Cueing Systems
        • 1. Semantic
        • 2. Syntactic
        • 3. Grapho-Phonetic
      • The Relative Unimportance of Letters
    • The Neurocognitive Process
      • Speed and Efficiency
      • The Meaninglessness of Individual Words
    • Last Word
  • Chapter 2. Eye Movement and Neural Pathways
    • Eye Movement During Reading
      • Your Dancing Eyeballs
      • Scanner
      • Perception
    • Understanding Our Learning Organ
      • An Integrated Whole
      • Creating Neural Networks
      • We Create Our Own Reality
    • Last Word
  • Chapter 3. Understanding Reading From a Cognitive Perspective
    • The Difference Between Brain and Mind
    • The Information Processing Model
      • Perceptions—Sensory Resister—Sense Memory
      • Short-Term Memory
        • Holding More Bits
        • Learning to Read
        • Working Memory
        • Automaticity
      • Long-Term Memory
    • The Two-Way Flow of Information
      • LTM to STM
      • LTM to Perception
      • Schema Theory and Reading
    • Last Word
• Section II. Diagnosing Reading Problems, Documenting Progress, and Planning Instruction
  • Chapter 4. Diagnosis and Documentation
    • Diagnosing the Problem
      • Limitations of Standardized Tests
      • Diagnostic Reading Inventory
    • Graded Word Lists
    • Graded Reading Passages
      • Qualitative Data Analysis
      • Miscue Analysis
    • Assessing Comprehension
      • Story Retelling
      • Maze
    • Putting It Together
      • Three Deficit Areas
        • Fluency
        • Word Identification
        • Comprehension
      • Planning for Instruction
      • Reliability, Validity, Intervention Plans, and IEPs
    • Last Word
  • Chapter 5. Reading Lessons
    • SRE Lesson
      • Lesson Purpose Statement
      • Pre-Reading Activity
      • During-Reading Activity
      • Post-Reading Activity
    • Guided Reading Lesson
      • Planning a Guided Reading Lesson
      • A Note About Guided Reading
    • Shared Reading Lesson
      • During-Reading Strategies
        • ERT
        • Every-Other
      • Planning a Shared Reading Experience
    • Last Word
• Section III. 10 Instructional Elements
  • Chapter 6. 10 Elements of Reading Instruction
    • No Magical Programs
    • Comprehensive Reading Instruction
      • 10 Essential Elements for Reading Instruction
    • Teaching Reading With the Brain in Mind
      • 1. Engagement
      • 2. Repetition
      • 3. Input Quantity
      • 4. Coherence
      • 5. Timing
      • 6. Error Correction
      • 7. Emotional States
    • Last Word
  • Chapter 7. Emergent Literacy: Concepts of Print and Phonemic Awareness
    • Approaches to Early Literacy Instruction
      • Code First
      • Meaning First
      • Skills Instruction in a Meaning-First Approach
      • Developmentally Appropriate Instruction
      • Whole-to-Part-to-Whole Instruction
    • Creating the Conditions for Early Literacy Learning
    • Concepts of Print
    • Phonemic-Phonics Hybrid Activities
      • Phonemic-Phonics Hybrids for Older Students
    • Last Word
  • Chapter 8. Emotions and Motivation
    • Emotions
      • Understanding
      • Honesty, Trust, and Relationship
    • The Value-Expectancy Theory of Motivation
      • Value
        • Attainment Value
        • Intrinsic Value
        • Utility Value
      • Expectancy
    • Some Basic Strategies
    • Last Word
  • Chapter 9. Literature and Instructional Approaches
    • Strategies for Promoting Voluntary Reading
    • Instructional Approaches
      • Language Experience Approach
      • Self-Selected or Reading Workshop Approach
      • Basal-Reading Workshop Approach
      • The Four Blocks™ Approach
    • Last Word
  • Chapter 10. Phonics
    • Fawnix
      • Tips for Developing Phonetic Cueing Systems
      • Systematic Phonics Instruction
      • Types of Phonics Instruction
    • 14 Strategies
    • Last Word
    • Appendix: Phonics Checklist
  • Chapter 11. Strategies for Developing Word Identification Skills
    • Terms and Concepts Related to Word Identification
      • Recognizing and Identifying Words
      • Strategies and Skills
    • Context Clues: The Semantic Cueing System
      • Cloze
      • Maze
    • Word Order and Grammar: The Syntactic-Cueing System
    • Word Parts
      • Word Parts: A Strategy for Identifying Words
      • Word Parts: Pedagogical Strategies
      • Phonograms: Pedagogical Strategies
    • Morphemic Analysis
      • Morphemic Analysis: A Strategy for Identifying Words
      • The Most Common Prefixes and Suffixes
      • Teaching About Prefixes
      • Teaching About Suffixes
      • Root Words
      • Activities for Developing Morphemic Recognition
    • Sight Words
    • Last Word
  • Chapter 12. Fluency
    • Reading Fluency
    • Neural Pathways and Networks
    • Strategies for Enhancing Reading Fluency
      • Wide Reading
      • Repeated Reading
      • Other Fluency Strategies
    • Avoid Round-Robin Reading
    • Last Word
  • Chapter 13. Comprehension of Narrative Text
    • Comprehension Basics
    • Teaching Tips
    • Activities Organized by Cognitive Process
      • Recognize Story Grammar
      • Predict
      • Visualize
      • Infer
      • Compare
      • Evaluate
      • Analyze
      • Identify Cause-Effect
      • Identify Supporting Details
    • Last Word
  • Chapter 14. Comprehension of Expository Text
    • Expository Text
    • Teacher Pre-Reading Strategies
    • Study-Skill Strategies
      • Basic Study-Skill Strategies
      • Helping All Teachers Become Teachers of Reading
    • Pedagogical Strategies to Develop Cognitive Processes Related to Comprehension
    • Last Word
  • Chapter 15. Vocabulary
    • Attending to Vocabulary
      • Word Learning
      • Levels and Types of Word Knowledge
      • Volume and Vocabulary
    • General Principles for Developing Students’ Vocabulary
    • Strategies for Developing Students’ Vocabulary
    • Visual Displays and Graphic Organizers
    • Last Word About Words
  • Chapter 16. Writing
    • The Why and How of Writing
      • 10 General Guidelines
    • Specific Strategies
    • Last Word
• Epilogue
• References
• Index

UM RAFBÆKUR Á HEIMKAUP.IS

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Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.

Þú kemst í bækurnar hvar sem er
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Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu