| Description |
xii, 292 pages : illustrations ; 23 cm |
| Contents |
Section 1: Who needs another book on reading instruction? Introduction. 1. Speaking and reading. Section 2: Starting the first school year. 2. A balanced literacy program: theory and practice. 3. Listening comprehension. 4. Phonological awareness. Section 3: The first year at school. 5. The formal literacy program: Theory. 6. The formal literacy program: Rationale and outline. 7. Sound/symbol correspondence. 8. Phonemic awareness. 9. Decodable texts, word families and text features. 10. Spelling. Section 4: The second year at school. 11. Literary texts. 12. Factual and procedural texts. 13. Word building and morphological awareness. 14. Beginning fluency and reading comprehension. Section 5: The third year at school. 15. Listening comprehension. 16. Reading comprehension and creative writing. Section 6: Assessment and intervention. 17. Assessment and intervention. 18. Individual intervention: Research and practice |
| Summary |
A systematic, research based guide to teaching reading in the first three years of school. It is designed to ensure that teachers are able to work with at risk or reluctant readers as effectively as those children for whom reading seems to come naturally |
| Analysis |
English language teaching & learning elementary ed (Australia) |
| Notes |
Includes index |
| Bibliography |
Bibliography, pages [268]-285 |
| Subject |
Reading (Primary)
|
|
Language arts (Primary)
|
| ISBN |
1741146399 |
|
