What Really Matters for Struggling Readers
Pearson (Verlag)
978-0-205-44324-6 (ISBN)
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The Second Edition of this bestselling book includes a new section on No Child Left Behind as well as research sections on reading fluency, comprehension strategies, interventions for struggling readers, and vocabulary development and instruction. What Really Matters for Struggling Readers helps teachers design reading remediation and intervention programs around well-established reality- and research-based components. Nationally-recognized scholar and author Dick Allington offers easy-to-understand interpretations of research that support important principles and shows teachers how to use a variety of best practices with children who are struggling readers.
<>PREFACE
c h a p t e r 1 Reading Instruction in U.S. Schools
Why Another Book?
Why Now?
So How Bad Is the Situation in Terms
of Reading Achievement?
But If Achievement Is Actually Rising, Why Another Book?
Can Educational Research Provide Support
for Meeting These Challenges?
The No Child Left Behind Act of 2001
What Are Characteristics of Scientifically
Based Reading Research?
SUMMARY
c h a p t e r 2 What Really Matters: Kids Need to Read a Lot
Research on Volume of Reading
Thinking about Volume of Reading
SUMMARY
c h a p t e r 3 Kids Need Books They Can Read
Task Difficulty, Choice, and Achievement
Methods for Estimating Text Complexity
Enhancing Access to Appropriate Books
SUMMARY
c h a p t e r 4 Kids Need to Learn to Read Fluently
Understanding the Importance of Reading Fluently
Interventions to Develop Fluency in Struggling Readers
SUMMARY
c h a p t e r 5 Kids Need to Develop Thoughtful Literacy
Conversation and Connections
Isn’t Thoughtful Literacy Just a Buzz-Word
for Comprehension?
The Effects of Thoughtful Literacy Instruction
Research on Effective Comprehension Instruction
Vocabulary Knowledge Is Important for Thoughtful Literacy
Crafting Opportunities That Enhance Students’
Comprehension and Understanding
Developing Thoughtful Literacy
SUMMARY
c h a p t e r 6 Where to Begin: Instruction for Struggling Readers
Improving Classroom Instruction
Enhancing Access to Intensive, Expert Instruction
Expanding Available Instructional Time
Availability of Support for Older Struggling Readers
SUMMARY
AFTERWORD
APPENDIX A
APPENDIX B
BIBLIOGRAPHY
INDEX
| Erscheint lt. Verlag | 5.5.2005 |
|---|---|
| Sprache | englisch |
| Maße | 235 x 190 mm |
| Gewicht | 308 g |
| Themenwelt | Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft | |
| Sozialwissenschaften ► Pädagogik ► Berufspädagogik | |
| ISBN-10 | 0-205-44324-9 / 0205443249 |
| ISBN-13 | 978-0-205-44324-6 / 9780205443246 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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