10 Essential Instructional Elements for Students With Reading Difficulties
Lýsing:
Brain-friendly strategies to help all students become lifelong readers Learning to read is more than just an educational issue; it’s a social justice issue. Did you know that struggling readers are twice as likely as their peers to drop out of high school? Through time-tested, research-based neurocognitive teaching strategies, 10 Essential Instructional Elements for Students with Reading Difficulties will enable you to hone readers’ skills and help students from all grade levels develop their ability to create meaning from print.
Drawing from five key areas of neurocognitive research, Andrew Johnson provides a ten-point teaching strategy that encompasses vocabulary, fluency, comprehension, writing and more. A key resource for creating intervention plans for struggling readers, features include: Information on the often-overlooked importance of emotions in the process of overcoming reading struggles Strategies to promote voluntary reading, even for the most reluctant students Useful resources such as graphic organizers, additional reading and writing activities, and QR codes that link to videos Use these strategies today and you can count on more students leaving your classrooms as fluent, lifelong readers.
"Dr. Johnson tells the story of reading in a logical and clear manner with a book that is excellently researched, immaculately referenced, and full of practical tips for the practitioner. " Terry Bernstein, Former Senior Literacy Difficulties Specialist London Boroughs of Camden and Westminster, UK "This is the text I wish I had when I began to teach. Dr. Johnson clearly illustrates the process our brain uses to create meaning from text.
Annað
- Höfundur: Andrew P. Johnson
- Útgáfa:1
- Útgáfudagur: 2015-10-09
- Hægt að prenta út 2 bls.
- Hægt að afrita 2 bls.
- Format:ePub
- ISBN 13: 9781506300566
- Print ISBN: 9781483373775
- ISBN 10: 1506300561
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 Three Cueing Systems
- The Neurocognitive Process
- Speed and Efficiency
- The Meaninglessness of Individual Words
- Last Word
- Understanding Reading
- 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
- Eye Movement During Reading
- 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
- Chapter 1. Creating Meaning With Print: The Neurocognitive Model
- 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
- Three Deficit Areas
- Last Word
- Diagnosing the Problem
- 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
- During-Reading Strategies
- Last Word
- SRE Lesson
- 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
- Approaches to Early Literacy Instruction
- 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
- Value
- Some Basic Strategies
- Last Word
- Emotions
- 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
- Fawnix
- 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
- Terms and Concepts Related to Word Identification
- 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
- Attending to Vocabulary
- Chapter 16. Writing
- The Why and How of Writing
- 10 General Guidelines
- Specific Strategies
- Last Word
- The Why and How of Writing
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- Gerð : 208
- Höfundur : 13285
- Útgáfuár : 2015
- Leyfi : 379