Teach them all to read: catching kids before they fall through the cracks
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Thousand Oaks, Calif.
Corwin
2009
|
| Edition: | 2. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references and index |
| Physical Description: | XX, 224 S. Ill., graph. Darst. |
| ISBN: | 9781412964975 9781412964982 |
Staff View
MARC
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| 100 | 1 | |a McEwan-Adkins, Elaine K. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Teach them all to read |b catching kids before they fall through the cracks |c Elaine K. McEwan |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a Thousand Oaks, Calif. |b Corwin |c 2009 | |
| 300 | |a XX, 224 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Reading (Elementary) | |
| 650 | 4 | |a Language arts (Elementary) | |
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Record in the Search Index
| _version_ | 1804140672318439424 |
|---|---|
| adam_text | CONTENTS LIST OF FIGURES IX ABOUT THE AUTHOR XL PREFACE XIII THE STORY
BEHIND THIS BOOK XIV HOW THE READING PUZZLE HAS CHANGED XIV THE MEANING
OF ALL XVI THE GOALS OF THIS BOOK XVII WHO THIS BOOK IS FOR XVII
OVERVIEW OF THE CONTENTS XVIII PRAGRAM RECOMMENDATIONS XVIII SPECIAL
FEATURES OF THE SECOND EDITION XVIII ACKNOWLEDGMENTS XIX INTRODUCTION 1
SHIFTYOURPARADIGMS 1 PARADIGM 1: DEMOGRAPHICS VERSUS OPPORTUNITIES TO
LEARN 2 PARADIGM 2: WAIT AND SEE VERSUS 1NTEROENTION AND PREVENTION 3
PARADIGM 3: READING 1S NATURAL VERSUS READING IS ROCKET SCIENCE 4
PARADIGM 4: WHOLE-GROUP INSTRUCTION VERSUS WHOLE-GROUP INSTRUCTION AND
DIFFERENTIATION 4 PARADIGM 5: TEACHER AUTONOMY VERSUS SCIENTIFICALLY
BASED READING RESEARCH 6 PARADIGM 6: UNACCOUNTABLE VERSUS ACCOUNTABLE 7
PARADIGM 7: INALTERABLE VARIABLES VERSUS ALTERABLE VARIABLES 7 PARADIGM
8: COMPETITIVE VERSUS COLLABORATIVE 10 PUT TAGETHER THE READING PUZZLE
11 BECOME AN INSTRUCTIONAL LEADER 11 EFFECTIVETEACHER LEADERS 12 STRANG
INSTRUCTIONAL LEADERS 13 SUMMARIZING THE INTRADUCTION 14 NO~S 14 1.
PHONEMIC AWARENESS 17 WHAT IS PHONEMIC AWARENESS AND HOW DA STUDENTS
ACQUIRE IT? 17 WHEN SHOULD PHONEMIC AWARENESS BE TAUGHT? 19 THE ROLE OF
PHONEMIC AWARENESS IN SKILLED READING 20 SCIENTIFICEVIDENCE FUER PHONEMIC
AWARENESS INSTRUCTION 21 EFFECTIVEINSTRUCTIONAL PRACTICES FUER TEACHING
PHONEMIC AWARENESS 21 DIFFERENTIATED INSTRUCTION 21 CASE STUDY:
EXPLICITLY TEACHING ROUTINES AND RULES-GETTING READY TO LEARN 25
EXPLICIT,SYSTEMATIC, AND SUPPORTIVE INSTRUCTION 27 CLASSROOM SNAPSHOT 28
INTENSIVE AND SPECIALIZED INTERVENTION 29 CASE STUDY: LEARNING TO READ
IN LAKE WOBEGON- THE STUDENT IN ROW 5 30 RESPONSE TO INTERVENTION AND
SPECIAL EDUCATION 31 RESPONSE TO INTERVENTION AND THE THREE-TIER MODEL
32 RESPONSE TO INTERVENTION AND READING FIRST 34 GUIDELINES FAR
IMPLEMENTING PHONEMIC AWARENESS INSTRUCTION 34 SUMMARIZING CHAPTER 1 36
NOTES 36 2. PHONICS 37 WHAT IS PHONICS AND HOW DO STUDENTS LEAM TO
DECODE? 38 WHEN SHOULD PHONICS BETAUGHT? 43 THE ROLE OF PHONICS IN
SKILLED READING 43 SCIENTIFICEVIDENCE FOR PHONICS INSTRUCTION 44
EFFECTIVEINSTRUCTIONAL PRACTICES FOR TEACHING PHONICS 46
FLEXIBLEGROUPING 46 CASE STUDY: DIFFERENTIATING INSTRUCTION WITH CENTERS
IN FIRST GRADE 48 TEXTAT STUDENTS READING LEVELS 50 INTENSIVE
INTERVENTIONS FAR STRUGGLING BEGINNING READERS 53 SUMMARIZING CHAPTER 2
53 NOTES 54 3. SPELLING 55 WHAT IS SPELLING AND HOW DO STUDENTS BECOME
GOOD SPELLERS? 56 WHEN SHOULD SPELLING BETAUGHT? 58 THE ROLE OF SPELLING
IN SKILLED READING 58 SCIENTIFICEVIDENCE FAR SPELLING INSTRUCTION 59 THE
RELATIONSHIP BETWEEN SPELLING AND READING 59 THE IMPORTANCE OF SPELLING
INSTRUCTION 60 MULTILINGUISTIC SPELLING INSTRUCTION 61
EFFECTIVEINSTRUCTIONAL PRACTICES FAR TEACHING SPELLING 61 THE DOS OF
EFFECTIVESPELLING INSTRUCTION 61 THE DON TS OF EFFECTIVESPELLING
INSTRUCTION 63 INTENSIVE SPELLING-BASED READING INTERVENTIONS 64
SUMMARIZING CHAPTER 3 68 4. FLUENCY 69 WHAT IS FLUENEY AND HOW DO
STUDENTS BECOME FLUENT READERS? 70 WHEN SHOULD FLUENEY BETAUGHT? 71 THE
ROLE OF FLUENEY IN SKILLED READING 72 SCIENTIFICEVIDENCE FOR FLUENEY
INSTRUCTION 73 EFFECTIVEINSTRUCTIONAL PRACTICES FAR FACILITATING FLUENEY
74 FACILITATE FLUENEY DURING THE READING BLOCK 74 USE SMALL-GROUP
INTERVENTIONS TO INCREASE READING FLUENEY 82 USE A WIDEVARIETYOF
REPEATED-READINGTECHNIQUES 83 USE MORE INTENSIVE, SPECIALIZED
FLUENEY-BUILDINGINTERVENTIONS 86 SUMMARIZING CHAPTER 4 88 5. WORD AND
WORLD KNOWLEDGE 89 WHAT IS WORD AND WORLD KNOWLEDGE AND HOW DO STUDENTS
ACQUIRE IT? 91 WORD KNOWLEDGE 91 WORLD KNOWLEDGE 92 WHEN SHOULD WORD AND
WORLD KNOWLEDGE BE TAUGHT? 93 THE ROLE OF WORD AND WORLD KNOWLEDGE IN
SKILLED READING 94 LINGUISTIC POVERTY 94 KNOWLEDGE DEFICITS 95
SCIENTIFIC EVIDENCE FOR TEACHING WORD AND WORLD KNOWLEDGE 95 EFFECTIVE
INSTRUCTIONAL PRACTICES FOR TEACHING WORD AND WORLD KNOWLEDGE 96 BUILD A
WORD- AND WORLD-CONSCIOUS SCHOOL 97 RAISE STUDENTS AWARENESS OF WORDS
98 BUILD BIG WORDS LNTO EVERYDAY ROUTINES 98 PROVIDE DEFINITIONAL AND
CONTEXTUAL INFORMATION ABOUT NEW WORDS 99 PROVIDE MULTIPLE OPPORTUNITIES
FOR COGNITIVE PROCESSING 99 PLAY WITH WORDS 99 TEACH WORD AND WORLD
KNOWLEDGE RECURSIVELY 100 TEACH WORD PARTS: PREFIXES, SUFFIXES, AND
ROOTS 100 INTEGRATE SPELLING AND VOCABULARY INSTRUCTION 101 USE AND
TEACH CONTE NT VOCABULARY DAILY IN A SYSTEMATIC WAY 102 ACCELERATE
VOCABULARY KNOWLEDGE FOR ADVANCED STUDENTS 106 TEACHYOUR STUDENTS TO
BECOME WORD WIZARDS 106 USE NONFICTION READ-ALOUDS TO TEACH WORD AND
WORLD KNOWLEDGE 108 SUMMARIZING CHAPTER 5 111 6. COMPREHENSION 113 WHAT
IS COMPREHENSION AND HOW DO STUDENTS BECOME SKILLED COMPREHENDERS? 115
COGNITIVE STRATEGY 1: ACTIVATING 117 COGNITIVE STRATEGY 2: INFERRING 117
COGNITIVE STRATEGY 3: MONITORING-CLARIFYING 118 COGNITIVE STRATEGY 4:
QUESTIONING 119 COGNITIVE STRATEGY 5: SEARCHING-SELECTING 119 CASE
5TUDY: NEW LITERACIES 120 COGNITIVE STRATEGY 6: SUMMARIZING 121
COGNITIVE STRATEGY 7:VISUALIZING-ORGANIZING 122 WHEN SHOULD
COMPREHENSION BE TAUGHT? 123 THE ROLE OF COMPREHENSION IN SKILLED
READING 123 SCIENTIFIC EVIDENCE FOR TEACHING COMPREHENSION 124 EFFECTIVE
INSTRUCTIONAL PRACTICES FOR TEACHING COMPREHENSION 125 DIRECT
INSTRUCTING AND EXPLAINING 126 MODELING 129 GIVING DIRECTIONS 130
SCAFFOLDING 130 COACHING 131 ATTRIBUTING 132 CONSTRUCTING MEANING 132
TAKE COMPREHENSION INSTRUCTION TO THE NEXT LEVEL 132 INCREASE THE TIME
133 INCREASE THE AMOUNT OF DIRECT TEACHING AND THINKING ALOUD 133 USE
PREDOMINANTLY NONFICTION TEXT TO TEACH COMPREHENSION 133 CHANGE THE
STUDENT- TEACHER RATIO DURING COMPREHENSION INSTRUCTION 134 SUMMARIZING
CHAPTER 6 134 7. READING A LOT 135 WHAT IS READING A LOT AND HOW DO
STUDENTS BECOMEVORACIOUSREADERS? 136 WHEN SHOULD READING A LOT BE
TAUGHT? 140 THE ROLE OF READING A LOT IN SKILLED READING 141 THE LACK OF
SCIENTIFIC EVIDENCE FOR READING A LOT 142 EFFECTIVEINSTRUCTIONAL
PRACTICES FOR TEACHING READING A LOT 144 STOP IGNORING THE STUDENTS WHO
CAN T READ GRADE-LEVEL TEXTS 144 MAKE ACCESSIBLEREADINGAVAILABLETO ALL
STUDENTS IN THEIR CLASSROOMS 145 ENLIST STUDENTS IN PERSONAL GOAL
SETTING FOR READING IMPROVEMENT 146 CASE 5TUDY: THE CASE OF THE HIGHLY
MOTIVATED DYSFLUENT READER 146 INCREASE THE ARNOUNT OFTIME SPENT READING
147 INCREASE THE NUMBER OF PAGES OR WORDS READ 147 USE INSTRUCTIONAL
APPROACHES KNOWN TO BE INTRINSICALLY MOTIVATING 148 READ MORE NONFICTION
TO BUILDWORD AND WORLD KNOWLEDGE 148 SCAFFOLDMINDFUL SILENT READING 149
CREATE PERSONALIZED ACCOUNTABILITY 151 SUMMARIZING CHAPTER 7 152 8.
WRITING 153 WHAT IS WRITING AND HOW DO STUDENTS LEAM TO WRITE? 155 WHEN
SHOULD WRITING BETAUGHT? 156 THE RELATIONSHIP OF READING AND WRITING 156
SCIENTIFICEVIDENCE FOR THE WRITING-READING CONNECTION 159 NOTCHING UP
READING AND WRITING INSTRUCTION 160 WRITING INTENSIVE READING
COMPREHENSION: A CLASSROOM INTERVENTION 160 REASONING AND WRITING: A
DIRECT INSTRUCTION CORE PROGRAM FOR WRITING 162 SUMMARIZING CHAPTER 8
171 9. A READING CULTURE 173 WELCOME TO GERING 175 THE GERING NO
EXCUSES MODEL 176 PARADIGMS 178 ACADEMIC FOCUS 181 CURRICULUM,
INSTRUCTION, AND ASSESSMENT 182 RESEARCH-BASED CURRICULA 183
RESEARCH-BASED INSTRUCTION 185 DATA-DRIVEN IMPROVEMENT 187 GROUPING AND
TIME 189 PROFESSIONAL DEVELOPMENT 192 EXPECTATIONS 193 SUSTAINABILITY
BEYOND NIFDI AND RF 194 FORMATION OF A DISTRICT LEADERSHIP TEAM 194
INCREASED MONITORING AND SUPERVISIONBY THE BUILDINGLEADERSHIPTEAM 195
FORMATION OF A DISTRICTTRAINING CADRE 195 SUMMARIZING CHAPTER 9 196
REFERENCES 199 INDEX 223
|
| any_adam_object | 1 |
| author | McEwan-Adkins, Elaine K. |
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| callnumber-subject | LB - Theory and Practice of Education |
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| dewey-full | 372.4 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.4 |
| dewey-search | 372.4 |
| dewey-sort | 3372.4 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 2. ed. |
| format | Book |
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| indexdate | 2024-07-09T22:03:42Z |
| institution | BVB |
| isbn | 9781412964975 9781412964982 |
| language | English |
| lccn | 2009011783 |
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| oclc_num | 313654822 |
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| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XX, 224 S. Ill., graph. Darst. |
| publishDate | 2009 |
| publishDateSearch | 2009 |
| publishDateSort | 2009 |
| publisher | Corwin |
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| spelling | McEwan-Adkins, Elaine K. Verfasser aut Teach them all to read catching kids before they fall through the cracks Elaine K. McEwan 2. ed. Thousand Oaks, Calif. Corwin 2009 XX, 224 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Reading (Elementary) Language arts (Elementary) Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd rswk-swf Grundschule (DE-588)4022349-8 gnd rswk-swf Grundschule (DE-588)4022349-8 s Schreib- und Lesefähigkeit (DE-588)4481193-7 s DE-604 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018612890&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | McEwan-Adkins, Elaine K. Teach them all to read catching kids before they fall through the cracks Reading (Elementary) Language arts (Elementary) Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd Grundschule (DE-588)4022349-8 gnd |
| subject_GND | (DE-588)4481193-7 (DE-588)4022349-8 |
| title | Teach them all to read catching kids before they fall through the cracks |
| title_auth | Teach them all to read catching kids before they fall through the cracks |
| title_exact_search | Teach them all to read catching kids before they fall through the cracks |
| title_full | Teach them all to read catching kids before they fall through the cracks Elaine K. McEwan |
| title_fullStr | Teach them all to read catching kids before they fall through the cracks Elaine K. McEwan |
| title_full_unstemmed | Teach them all to read catching kids before they fall through the cracks Elaine K. McEwan |
| title_short | Teach them all to read |
| title_sort | teach them all to read catching kids before they fall through the cracks |
| title_sub | catching kids before they fall through the cracks |
| topic | Reading (Elementary) Language arts (Elementary) Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd Grundschule (DE-588)4022349-8 gnd |
| topic_facet | Reading (Elementary) Language arts (Elementary) Schreib- und Lesefähigkeit Grundschule |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018612890&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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