Preventing reading difficulties in young children
著者
書誌事項
Preventing reading difficulties in young children
National Academy Press, 1998
- : cloth
大学図書館所蔵 全5件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references (p. 345-396) and index
収録内容
- Introduction
- The process of learning to read
- Who has reading difficulties?
- Predictors of success and failure in reading
- 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
- The agents of change
- Recommendations for practice and research
内容説明・目次
内容説明
While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors.
Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed.
The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed.
Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.
Table of Contents
Front Matter
Executive Summary
Part I: Introduction to Reading
1. Introduction
2. The Process of Learning to Read
Part II: Who Are We Talking About?
3. Who Has Reading Difficulties?
4. Predictors of Success and Failure in Reading
Part III: Prevention and Intervention
5. Preventing Reading Difficulties Before Kindergarten
6. Instructional Strategies for Kindergarten and the Primary Grades
7. Organizational Strategies for Kindergarten and the Primary
Grades
8. Helping Children with Reading Difficulties in Grades 1 to 3
Part IV: Knowledge into Action
9. The Agents of Change
10. Recommendations for Practice and Research
References
Biographical Sketches
Index
目次
- 1 Front Matter
- 2 Executive Summary
- 3 Part I: Introduction to Reading
- 4 1. Introduction
- 5 2. The Process of Learning to Read
- 6 Part II: Who Are We Talking About?
- 7 3. Who Has Reading Difficulties?
- 8 4. Predictors of Success and Failure in Reading
- 9 Part III: Prevention and Intervention
- 10 5. Preventing Reading Difficulties Before Kindergarten
- 11 6. Instructional Strategies for Kindergarten and the Primary Grades
- 12 7. Organizational Strategies for Kindergarten and the Primary Grades
- 13 8. Helping Children with Reading Difficulties in Grades 1 to 3
- 14 Part IV: Knowledge into Action
- 15 9. The Agents of Change
- 16 10. Recommendations for Practice and Research
- 17 References
- 18 Biographical Sketches
- 19 Index
「Nielsen BookData」 より