How the brain learns to read:
Use the power of neuroscience to develop better readers in your class! What must the brain learn in order to read effectively? What has research revealed about phonics and whole language approaches to reading instruction? Arm yourself with the most current neuroscientific information available and s...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, Calif.
Corwin Press
2005
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | Use the power of neuroscience to develop better readers in your class! What must the brain learn in order to read effectively? What has research revealed about phonics and whole language approaches to reading instruction? Arm yourself with the most current neuroscientific information available and start your students down a lifelong path as successful readers. How the brain learns to read presents what scientists have uncovered about how children develop spoken language and use spoken language abilities when learning to read. Best-selling author David Sousa explores source material on brain research and provides scores of practical reading strategies for the K-12 classroom. Complete with relevant brain diagrams and informative tables, this exciting new book examines critical concepts including: understanding language acquisition and its relationship to reading, incorporating modern research findings in your classroom, recognizing and overcoming reading problems, including early intervention programs, content area reading with strategies to improve vocabulary and comprehension, and developing a successful reading program that encourages teachers to be researchers. Reading is essential for success in our society. With this guide to cutting-edge reading research, you'll find the keys to unlocking reading success in your students! |
| Beschreibung: | Includes bibliographical references (p. 225-236) and index |
| Beschreibung: | IX, 246 S. Ill., graph. Darst. 29 cm |
| ISBN: | 1412906008 1412906016 |
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| 100 | 1 | |a Sousa, David A. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a How the brain learns to read |c David A. Sousa |
| 264 | 1 | |a Thousand Oaks, Calif. |b Corwin Press |c 2005 | |
| 300 | |a IX, 246 S. |b Ill., graph. Darst. |c 29 cm | ||
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| 520 | 3 | |a Use the power of neuroscience to develop better readers in your class! What must the brain learn in order to read effectively? What has research revealed about phonics and whole language approaches to reading instruction? Arm yourself with the most current neuroscientific information available and start your students down a lifelong path as successful readers. How the brain learns to read presents what scientists have uncovered about how children develop spoken language and use spoken language abilities when learning to read. Best-selling author David Sousa explores source material on brain research and provides scores of practical reading strategies for the K-12 classroom. Complete with relevant brain diagrams and informative tables, this exciting new book examines critical concepts including: understanding language acquisition and its relationship to reading, incorporating modern research findings in your classroom, recognizing and overcoming reading problems, including early intervention programs, content area reading with strategies to improve vocabulary and comprehension, and developing a successful reading program that encourages teachers to be researchers. Reading is essential for success in our society. With this guide to cutting-edge reading research, you'll find the keys to unlocking reading success in your students! | |
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Datensatz im Suchindex
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| adam_text | Contents
Acknowledgments
vii
About the Author
ix
Introduction
1
The Bad News and the Good News
1
The Bad News
2
The Good News
2
Techniques for Mapping Brain Functions Chart
4
About This Book
5
Questions This Book Will Answer
6
Chapter Contents
7
Assessing Your Current Knowledge of Reading
9
1.
Learning Spoken Language
11
Spoken Language Comes Naturally
12
Processing Spoken Language
13
Gender Differences in Language Processing
14
Structure of Language
15
Learning Phonemes
15
Learning Words and Morphemes
16
Syntax and Semantics
18
From Words to Sentences
24
The Components of Speaking and Understanding Language
27
Levels of Language Comprehension
28
Explicit Comprehension
28
Inferred Comprehension
28
What s Coming?
29
2.
3.
Learning to Read
31
Reading Is Not a Natural Ability
31
Early Stages of Reading
33
Phonological and Phonemic Awareness
33
Sounds to Letters (Phonemes to Graphemes)
35
Letters to Words
37
Reading Comprehension
42
Words to Sentences
42
Reading Comprehension and Language Comprehension
46
How Memory Affects Learning to Read
46
Immediate Memory
46
Working Memory
47
Memory and Comprehension: Schema Theory
52
What Do Brain Scans Reveal About Reading?
54
Reading Pathways
54
Models of Reading Pathways
56
The Novice Reader
56
The Skilled Reader
57
Combining Written and Spoken Words
59
The Importance of Practice
60
Being a Skilled Reader
61
What s Coming?
62
Teaching Reading
63
Brief History of Teaching Reading
63
Basic Rationale for Phonics Instruction
65
Basic Rationale for Whole-Language Instruction
65
Basic Rationale for the Balanced Approach
67
Brain Research and Learning a Skill
67
Modern Methods of Teaching Reading
68
Where Do We Go From Here?
69
Research Findings on Reading Instruction—Decoding
70
Phonemic Awareness Instruction
70
Phonics Instruction
74
Spelling and Invented Spelling
77
Fluency Instruction
82
Decoding and the Balanced Approach
87
Research Findings on Reading Instruction
—
Comprehension
90
Vocabulary and Linguistic Knowledge Instruction
90
Text Comprehension
96
Developing Critical Reading Strategies in Older Students
104
Studente
Who Are English Language Learners (ELL)
107
What s Coming?
112
4.
Recognizing Reading Problems
113
The Reading Gap
113
Recent NAEP Assessments
1
1
3
Inadequate Reading Instruction
118
Social and Cultural Causes of Reading Problems
119
Physical Causes of Reading Problems
120
Linguistic Causes
122
Nonlinguistic Causes
125
Brain Imaging Studies
128
Studies of Brain Structure
128
Studies of Brain Function
128
Detecting Reading Problems
130
Spoken Language Difficulties
130
Looking for Early Indicators of Reading Problems
132
Persistent Reading Difficulties
134
Remember the Strengths of Struggling Readers
138
What s Coming
140
5.
Overcoming Reading Problems
141
Some Considerations for Teachers of Students With Reading Problems
142
General Considerations
142
In the Elementary Classroom
143
hi the Secondary Classroom
143
Basic Ingredients of Early Intervention Programs
144
How Do I Develop Phonemic Awareness in Struggling Readers?
145
Successful Early Intervention Programs
151
Programs for Older Students
152
How Do I Develop Fluency and Comprehension in Older
Struggling Readers?
152
What Strategies Teach Fluency and Comprehension to
Straggling Readers?
153
Tutoring in Reading for Fluency
161
Tutoring in Reading for Comprehension
165
The READ
180
Program
166
Rewiring the Brains of Struggling Readers
167
Reading Problems and Taking Tests
170
Advice to Students With Reading Problems
171
Advice for Parents of Children With Reading Problems
173
What s Coming?
174
б.
Reading in the Content Areas
175
Strategies for Helping Students Read Content Material
176
Using Direct Instruction
178
Conquering Vocabulary
178
Helping With Comprehension
181
Rewriting Content Material
187
Incorporating Supplemental Textbooks
187
Establishing In-Class Vertical Files
187
Using Audiovisual Aids
188
Promoting Cooperative Learning Groups
188
Sequencing the Reading Strategies
188
Phase
1:
Before Reading
188
Phase
2:
During Reading
189
Phase
3:
After Reading
190
Graphic Organizers and Comprehension of Content Area Reading
192
Types of Organizers
193
Reading Patterns in Content Areas
201
What s Coming?
204
Putting It All Together
205
The Basics of a Successful Reading Program
205
7.
TheBi
Expose Teachers to Current Scientific Knowledge About How
the Brain Learns to Read
206
Develop a Scientifically-Based Reading Program and
Stick With It
207
Offer Ongoing Professional Development That Includes
Teaching Strategies Based on the New Research
208
Teach Reading Through the Students Strengths
211
Offer Professional Development in Reading to Building
Principals
212
Close the Achievement Gap in Reading
214
Encourage Teachers to Be Researchers
215
Conclusion
217
Glossary
219
References
225
Resources
237
Index
243
Acknowledgments
Corwin Press
gratefully acknowledges the contributions of the following people:
Sandra Anderson
Educational Consultant
Exemplary Education,
L.L.C.
Newcastle,
VA
Lori Benton
Reading Specialist
Oakshire Elementary School
Orlando, FL
Diane
Barone
Professor, Literacy Studies
Department of Educational Studies
University of Nevada, Reno
Reno, NV
AileenCarew
Reading Specialist
Bel Aire
School
Tiburón,
СА
Robin Fogarty
Professional Development Consultant
Robin Fogarty
&
Associates, Ltd.
Chicago,
IL
Jeanine Heil
Professional Development Coordinator
Office of Reading First
N.
J. Department of Education
Trenton, NJ
Natalie Me Avoy
Reading Specialist
Tibbets Elementary School
Elkhorn, WI
Harvey F. Silver
&
Richard Strong
Educational Consultants
Silver Strong Associates
Ho-Ho-Kus,NJ
Marilee Sprenger
Educational Consultant
Peoría,
IL
Barbara Townsend
Reading Specialist
West Side Elementary School
Elkhorn, WI
Pat Wolfe
Educational Consultant
Napa,CA
vii
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| spelling | Sousa, David A. Verfasser aut How the brain learns to read David A. Sousa Thousand Oaks, Calif. Corwin Press 2005 IX, 246 S. Ill., graph. Darst. 29 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 225-236) and index Use the power of neuroscience to develop better readers in your class! What must the brain learn in order to read effectively? What has research revealed about phonics and whole language approaches to reading instruction? Arm yourself with the most current neuroscientific information available and start your students down a lifelong path as successful readers. How the brain learns to read presents what scientists have uncovered about how children develop spoken language and use spoken language abilities when learning to read. Best-selling author David Sousa explores source material on brain research and provides scores of practical reading strategies for the K-12 classroom. Complete with relevant brain diagrams and informative tables, this exciting new book examines critical concepts including: understanding language acquisition and its relationship to reading, incorporating modern research findings in your classroom, recognizing and overcoming reading problems, including early intervention programs, content area reading with strategies to improve vocabulary and comprehension, and developing a successful reading program that encourages teachers to be researchers. Reading is essential for success in our society. With this guide to cutting-edge reading research, you'll find the keys to unlocking reading success in your students! Brain Reading Reading disability - Physiological aspects aReading aReading disability xPhysiological aspects aBrain Textverstehen (DE-588)4241679-6 gnd rswk-swf Lesen (DE-588)4035439-8 gnd rswk-swf Psychopädagogik (DE-588)4176245-9 gnd rswk-swf Lesen (DE-588)4035439-8 s Textverstehen (DE-588)4241679-6 s Psychopädagogik (DE-588)4176245-9 s DE-604 Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=013055124&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Sousa, David A. How the brain learns to read Brain Reading Reading disability - Physiological aspects aReading aReading disability xPhysiological aspects aBrain Textverstehen (DE-588)4241679-6 gnd Lesen (DE-588)4035439-8 gnd Psychopädagogik (DE-588)4176245-9 gnd |
| subject_GND | (DE-588)4241679-6 (DE-588)4035439-8 (DE-588)4176245-9 |
| title | How the brain learns to read |
| title_auth | How the brain learns to read |
| title_exact_search | How the brain learns to read |
| title_full | How the brain learns to read David A. Sousa |
| title_fullStr | How the brain learns to read David A. Sousa |
| title_full_unstemmed | How the brain learns to read David A. Sousa |
| title_short | How the brain learns to read |
| title_sort | how the brain learns to read |
| topic | Brain Reading Reading disability - Physiological aspects aReading aReading disability xPhysiological aspects aBrain Textverstehen (DE-588)4241679-6 gnd Lesen (DE-588)4035439-8 gnd Psychopädagogik (DE-588)4176245-9 gnd |
| topic_facet | Brain Reading Reading disability - Physiological aspects aReading aReading disability xPhysiological aspects aBrain Textverstehen Lesen Psychopädagogik |
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