Preventing reading difficulties in young children /
Committee on the Prevention of Reading Difficulties in Young Children ; Catherine E. Snow, M. Susan Burns, and Peg Griffin, editors.
Preventing reading difficulties in young children / Committee on the Prevention of Reading Difficulties in Young Children ; Catherine E. Snow, M. Susan Burns, and Peg Griffin, editors. - Washington, DC : National Academy Press, 1998. - xiv, 432 p. ; 24 cm.
Includes bibliographical references (p. 345-396) and index.
Introduction to Reading. Introduction. The Process of Learning to Read -- Who are we Talking about? Who has Reading Difficulties? Predictors of Success and Failure in Reading -- Prevention and Intervention. Preventing Reading Difficulties Before Kindergarten. Instructional Strategies for Kindergarten and the Primary Grades. Organizational Strategies for Kindergarten and the Primary Grades. Helping Children with Reading Difficulties in Grades 1 to 3 -- Knowledge into Action. The Agents of Change. Recommendations for Practice and Research. Pt. I. 1. 2. Pt. II. 3. 4. Pt. III. 5. 6. 7. 8. Pt. IV. 9. 10.
This book explores how to prevent reading difficulties in the context of social, historical, cultural, and biological factors. Contrasting the impaired progress of children with reading difficulties with so-called normal progress, this book examines the factors that put children at risk of poor reading. It explores in detail how to foster literacy from birth through kindergarten and the primary grades, including the evaluation of philosophies, systems, and materials commonly used to teach reading.
030906418X (cloth)
98009031
Reading (Primary)--United States.
Reading disability--United States.
Reading--Remedial teaching--United States.
Reading comprehension--United States.
Word recognition.
LB1525.76 / .C66 1998
372.4 SNO
Preventing reading difficulties in young children / Committee on the Prevention of Reading Difficulties in Young Children ; Catherine E. Snow, M. Susan Burns, and Peg Griffin, editors. - Washington, DC : National Academy Press, 1998. - xiv, 432 p. ; 24 cm.
Includes bibliographical references (p. 345-396) and index.
Introduction to Reading. Introduction. The Process of Learning to Read -- Who are we Talking about? Who has Reading Difficulties? Predictors of Success and Failure in Reading -- Prevention and Intervention. Preventing Reading Difficulties Before Kindergarten. Instructional Strategies for Kindergarten and the Primary Grades. Organizational Strategies for Kindergarten and the Primary Grades. Helping Children with Reading Difficulties in Grades 1 to 3 -- Knowledge into Action. The Agents of Change. Recommendations for Practice and Research. Pt. I. 1. 2. Pt. II. 3. 4. Pt. III. 5. 6. 7. 8. Pt. IV. 9. 10.
This book explores how to prevent reading difficulties in the context of social, historical, cultural, and biological factors. Contrasting the impaired progress of children with reading difficulties with so-called normal progress, this book examines the factors that put children at risk of poor reading. It explores in detail how to foster literacy from birth through kindergarten and the primary grades, including the evaluation of philosophies, systems, and materials commonly used to teach reading.
030906418X (cloth)
98009031
Reading (Primary)--United States.
Reading disability--United States.
Reading--Remedial teaching--United States.
Reading comprehension--United States.
Word recognition.
LB1525.76 / .C66 1998
372.4 SNO