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Reading for Slow Learners: A Curriculum Guide (Routledge Library Editions: Special Educational Needs #5)
by W. K. BrennanFirst published in 1978. Reading for Slow Learners is a practical guide for teachers, defining the objectives of the reading curriculum, identifying important aspects of teaching method and suggesting various approaches. This title will also be of interest to parents of children with learning difficulties.
Reading for Thinking (4th edition)
by Laraine E. Flemming Ann Marie RadaskiewiczThis book takes a structured approach to the teaching of academic reading skills. Section by section, the book builds on skills such as reading comprehension, summarizing, disseminating, argument analysis, and short essay writing. Each section includes readings to illustrate concepts, and these same concepts are tested with several exercises at the end of each section in the book.
Reading for Understanding
by Ruth Schoenbach Cynthia Greenleaf Lynn Murphy"As elegantly practical as it is theoretically elegant. It is a guided tour, as one examines the tools of expert teachers as they engage students in a journey that is aptly dubbed Reading Apprenticeship?learning how to become a savvy, strategic reader under the tutelage of thoughtful, caring, and demanding teachers.? P. David Pearson, University of California, Berkeley, and founding editor of the Handbook of Reading Research. Reading for Understanding is a monumental achievement. It was a monumental achievement when it came out as a first edition in 1999, bringing years of rigorous reading research together in a framework for teaching that made sense in actual secondary school classrooms. Now, just thirteen years later, Schoenbach and Greenleaf have several randomized clinical trials and multiple on-going studies at their fingertips to demonstrate the effects of this approach for developing the reading and thinking of young people in our nation?s middle and high school classrooms, as well as in community college classrooms. Their careful work on developing disciplinary literacy among all students represents a passion for and commitment to supporting students?and their teachers?in reading for understanding, which translates to reading for enjoyment, self-awareness, learning, and for purposeful and informed action in our society. ?Elizabeth Moje, Arthur F. Thurnau Professor and Associate Dean for Research, School of Education, University of Michigan Reading Apprenticeship has proven to be an inspiration to Renton Technical College faculty and students alike. They have learned together to view themselves as readers in transformative ways, as they embrace powerful techniques to increase reading comprehension. The ideas and strategies in Reading for Understanding anchor this new and broad-based energy around reading and an enthusiasm among our faculty to model effective reading strategies for our students. ?Steve Hanson, President, Renton Technical College, Renton, Washington Reading for Understanding has the finest blend I have seen of research, strategies, and classroom vignettes to deepen teacher learning and help them connect the dots between theory and practice. ?Curtis Refior, Content Area Literacy Coach, Fowlerville Community Schools, Fowlerville, Michigan A teacher-tested, research-based resource for dramatically improving reading skills Published in partnership with WestEd, this significantly updated second edition of the bestselling book contains strategies for helping students in middle school through community college gain the reading independence to master subject area textbooks and other material. Based on the Reading Apprenticeship program, which three rigorous "gold standard" research studies have shown to be effective in raising students' reading achievement Presents a clear framework for improving the reading and subject area learning of all students, including English learners, students with special needs, as well as those in honors and AP courses Provides concrete tools for classroom use and examples from a range of classrooms Presents a clear how-to for teachers implementing the subject area literacies of the Common Core Standards Reading for Understanding proves it's never too late for teachers and students to work together to boost literacy, engagement, and achievement.
Reading for Understanding, Analysis and Evaluation Skills: Second And Third Levels English
by Jane CooperSyllabus: CfE (Curriculum for Excellence, from Education Scotland) and SQALevel: BGE S1-3: Third & Fourth LevelsSubject: EnglishCapture pupils' imagination and attention with a rich collection of quality texts, handpicked by Jane Cooper to ensure that pupils want to start reading - and keep reading.Tailored to the interests, motivations and abilities of pupils working towards Second and Third Levels in S1 to S3, this book will help you to close the attainment gap.> Unlock a world of meaning, connection and questioning. Part One teaches the close reading skills that pupils need throughout their lives, with simple explanations, lots of examples and tasks set at three levels - 'Building', 'Strengthening' and 'Extending'.> Apply and develop RUAE skills and monitor progress. Part Two contains ten practice assessments that gradually increase in difficulty, with longer passages, more complex language and more challenging questions.> Save time sourcing non-fiction text extracts. Drawing on her long career as an English teacher and author, Jane Cooper has a talent for knowing which topics pupils will find curious or fun - from the world's cheesiest pizza to a mysterious metal column that appeared in a desert.> Build the foundations for success in National qualifications. With Course Reports showing that N5 and Higher students most commonly lose marks in the RUAE papers, this book offers a proactive solution to building confidence and skills during BGE.> Support the individual needs of every pupil. Providing differentiated, age-appropriate content and tasks, this is the perfect resource for mixed-ability classrooms - especially when used alongside its companion volume, Levels 3-4 English: Reading for Understanding, Analysis and Evaluation Skills.
Reading for Understanding, Analysis and Evaluation Skills: Second And Third Levels English
by Jane CooperSyllabus: CfE (Curriculum for Excellence, from Education Scotland) and SQALevel: BGE S1-3: Third & Fourth LevelsSubject: EnglishCapture pupils' imagination and attention with a rich collection of quality texts, handpicked by Jane Cooper to ensure that pupils want to start reading - and keep reading.Tailored to the interests, motivations and abilities of pupils working towards Second and Third Levels in S1 to S3, this book will help you to close the attainment gap.> Unlock a world of meaning, connection and questioning. Part One teaches the close reading skills that pupils need throughout their lives, with simple explanations, lots of examples and tasks set at three levels - 'Building', 'Strengthening' and 'Extending'.> Apply and develop RUAE skills and monitor progress. Part Two contains ten practice assessments that gradually increase in difficulty, with longer passages, more complex language and more challenging questions.> Save time sourcing non-fiction text extracts. Drawing on her long career as an English teacher and author, Jane Cooper has a talent for knowing which topics pupils will find curious or fun - from the world's cheesiest pizza to a mysterious metal column that appeared in a desert.> Build the foundations for success in National qualifications. With Course Reports showing that N5 and Higher students most commonly lose marks in the RUAE papers, this book offers a proactive solution to building confidence and skills during BGE.> Support the individual needs of every pupil. Providing differentiated, age-appropriate content and tasks, this is the perfect resource for mixed-ability classrooms - especially when used alongside its companion volume, Levels 3-4 English: Reading for Understanding, Analysis and Evaluation Skills.
Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms
by Ruth Schoenbach Cynthia Greenleaf Lynn Murphy Linda Friedrich Nika HoganImprove student outcomes in reading and literacy with the latest edition of this bestselling text The newly revised Third Edition of Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms is the latest iteration of the best-selling, landmark book in the field of adolescent literacy. The book contains strategies for boosting the reading independence of middle, secondary, and college students. Research conducted by NSF, IES, and OIIhas validated the model taught in Reading for Understanding, demonstrating its effectiveness in raising students’ reading achievement levels. The authors teach a clear and concise instructional framework for students at all learning levels, from those with special learning needs to those taking honors and Advanced Placement courses. The book also includes: A direct correlation to disciplinary literacy, making the book an even more valuable resource in a wide range of classrooms Explanation of the social and personal dimensions for building a foundation for engaged learning Discussions of the value of setting aside dedicated class time for independent, silent readingWith collaboration tips that go beyond the classroom and advice on building a cognitive “reading toolbox,” Reading for Understanding is an indispensable resource for teachers at the Grade 6 and up, literacy coaches, reading teachers, community college instructors, and other school leaders.
Reading for Understanding: Toward an R & D Program in Reading Comprehension
by Catherine SnowIn fall 1999, the Department of Education's Office of Educational Research and Improvement (OERI) asked RAND to examine how OERI might improve the quality and relevance of the education research it funds. The RAND Reading Study Group (RRSG) was charged with developing a research framework toaddress the most pressing issues in literacy. RRSG focused on reading comprehension wherein the highest priorities for research are: (1)Instruction <How can we best promote the development of proficient reading and prevent reading comprehension difficulties? (2) Teacher preparation andprofessional development <How can we prepare teachers to deliver effectivecomprehension instruction? (3) Assessment <How can we develop an assessment system for reading comprehension that includes the design of valid and reliable measures of self-regulated, strategic reading that are sensitive toinstructional interventions? RRSG concluded that the research infrastructure must: (a) obtain long-term funding that is sustained across administrations and political constituencies; (b) acquire intellectual leadership that endures over a substantial time frame and is insulated from political forces; (c) synthesize knowledge across the various research initiatives in systematic ways; (d) enlist a cadre of well-trained investigators; and, (e)fund research that is rigorous and of high quality.
Reading in Asian Languages: Making Sense of Written Texts in Chinese, Japanese, and Korean
by Yetta Goodman Ken Goodman Shaomei Wang Mieko Shimizu IventoschReading in Asian Languages is rich with information about how literacy works in the non-alphabetic writing systems (Chinese, Japanese, Korean) used by hundreds of millions of people and refutes the common Western belief that such systems are hard to learn or to use. The contributors share a comprehensive view of reading as construction of meaning which they show is fully applicable to character-based reading. The book explains how and why non-alphabetic writing works well for its users; provides explanations for why it is no more difficult for children to learn than are alphabetic writing systems where they are used; and demonstrates in a number of ways that there is a single process of making sense of written language regardless of the orthography. Unique in its perspective and offering practical theory-based methodology for the teaching of literacy in Chinese, Japanese, and Korean to first and second language learners, it is a useful resource for teachers of increasingly popular courses in these languages in North America as well as for teachers and researchers in Asia. It will stimulate innovation in both research and instruction.
Reading in Chinese as an Additional Language: Learners’ Development, Instruction, and Assessment (Routledge Studies in Chinese as a Foreign Language)
by Dongbo Zhang Liu LiReading in Chinese as an Additional Language focuses on Chinese literacy acquisition, which has been considered most difficult by both learners and teachers of Chinese as an additional language (CAL). Three major areas are covered: (1) acquisition of Chinese characters; (2) reading comprehension subskills and reader’s identity; (3) reading instruction and assessment. The first part delves into the foundation of Chinese literacy development—how to learn and teach Chinese characters. The second part examines various learners’ reading comprehension subskills, as well as the evolution of learners’ literacy identity. The third part explores effective instructional methods and assessment practices for CAL reading development. Theoretically, this book provides frameworks and evidence from both cognitive and sociocultural perspectives on the nature of CAL reading development. Pedagogically, the book showcases how to teach and assess CAL reading skills. Methodologically, this book includes empirical studies using both qualitative and quantitative methods. In terms of scope, the book covers a much broader spectrum of issues about CAL reading research and classroom teaching than has previously been available. Writing is also discussed in several chapters. In terms of technology, the book includes discussion on how the use of computers, the Internet, and social media impacts students’ Chinese literacy acquisition. This book will help CAL researchers and educators better understand the nature of CAL reading development and become well informed about CAL classroom teaching and assessment, including the application of interactive approaches to teaching and assessing diverse reading skills.
Reading in Primary Schools (Routledge Revivals)
by Geoffrey R. RobertsLearning to read and the teaching of reading have long been surrounded with controversy. Originally published in 1969, this book takes the view that the subject is best approached via linguistic theory. The relationship between reading and spoken language is clearly brought out in the author’s attempt to define more closely the area in which the teacher has to operate when teaching children to read. His analysis of reading problems in children up to the age of 11 will encourage experienced teachers to question constructively their own beliefs and practices, while the book as a whole provides a valuable introduction to the psychology of reading for the student of education.
Reading in a Second Language
by William GrabeThis volume, through a detailed treatment of the cognitive processes that support reading, explains how reading really works. It offers a thorough overview of important and current research, including first language research, which is not often found in second language acquisition (SLA) publications. This book is a true example of applied linguistics; it makes well-defined linkages between theory and practice, discussing the implications and applications of second language reading theories on instructional practices. It is a valuable resource and reference for action researchers, curriculum designers, teachers, administrators, and those interested in exploring theoretical issues grounded in instructional contexts.
Reading in the Brain: The New Science of How We Read
by Stanislas DehaeneA renowned cognitive neuroscientist?s fascinating and highly informative account of how the brain acquires readingHow can a few black marks on a white page evoke an entire universe of sounds and meanings? In this riveting investigation, Stanislas Dehaene provides an accessible account of the brain circuitry of reading and explores what he calls the ?reading paradox?: Our cortex is the product of millions of years of evolution in a world without writing, so how did it adapt to recognize words? Reading in the Brain describes pioneering research on how we process language, revealing the hidden logic of spelling and the existence of powerful unconscious mechanisms for decoding words of any size, case, or font. Dehaene?s research will fascinate not only readers interested in science and culture, but also educators concerned with debates on how we learn to read, and who wrestle with pathologies such as dyslexia. Like Steven Pinker, Dehaene argues that the mind is not a blank slate: Writing systems across all cultures rely on the same brain circuits, and reading is only possible insofar as it fits within the limits of a primate brain. Setting cutting-edge science in the context of cultural debate, Reading in the Brain is an unparalleled guide to a uniquely human ability.
Reading in the Brain: The Science and Evolution of a Human Invention
by Stanislaus Dehaene"The transparent and automatic feat of reading comprehension disguises an intricate biological effort, ably analyzed in this fascinating study. Drawing on scads of brain-imaging studies, case histories of stroke victims and ingenious cognitive psychology experiments, cognitive neuroscientist Dehaene (The Number Sense) diagrams the neural machinery that translates marks on paper into language, sound and meaning. It's a complex and surprising circuitry, both specific, in that it is housed in parts of the cortex that perform specific processing tasks, and puzzlingly abstract. (The brain, Dehaene hypothesizes, registers words mainly as collections of pairs of letters.) The author proposes reading as an example of neuronal recycling--the recruitment of previously evolved neural circuits to accomplish cultural innovations--and uses this idea to explore how ancient scribes shaped writing systems around the brain's potential and limitations." -Publishers Weekly
Reading in the Digital Age: International Studies with E-books in Diverse Contexts (Literacy Studies #18)
by Ji Eun Kim Brenna Hassinger-DasThis edited book focuses on affordances and limitations of e-books for early language and literacy, features and design of e-books for early language and literacy, print versus e-books in early language and literacy development, and uses of and guidelines for how to use e-books in school and home literacy practices. Uniquely, this book includes critical reviews of diverse aspects of e-books (e.g., features) and e-book uses (e.g., independent reading) for early literacy as well as multiple examinations of e-books in home and school contexts using a variety of research methods and/or theoretical frames. The studies of children’s engagement with diverse types of e-books in different social contexts provide readers with a contemporary and comprehensive understanding of this topic. Research has demonstrated that ever-increasing numbers of children use digital devices as part of their daily routine. Yet, despite children’s frequent use of e-books from an early age, there is a limited understanding regarding how those e-books are actually being used at home and school. As more e-books become available, it is important to examine the educational benefits and limitations of different types of e-books for children. So far, studies on the topic have presented inconsistent findings regarding potential benefits and limitations of e-books for early literacy activities (e.g., independent reading, shared reading). The studies in this book aim to fill such gaps in the literature.
Reading in the Moment: Activities and Stories to Share with Adults with Dementia
by Anne VizeStudies have shown that reading in a melodic and rhythmic voice can produce positive changes in mood, emotion and behaviour in those with dementia. This book features: a detailed section on the background of how and what to read to those with dementia, as well as the research behind bibliotherapy.
Reading in the Wild
by Donalyn Miller Susan KelleyIn Reading in the Wild, reading expert Donalyn Miller continues the conversation that began in her bestselling book, The Book Whisperer. While The Book Whisperer revealed the secrets of getting students to love reading, Reading in the Wild, written with reading teacher Susan Kelley, describes how to truly instill lifelong "wild" reading habits in our students.Based, in part, on survey responses from adult readers as well as students, Reading in the Wild offers solid advice and strategies on how to develop, encourage, and assess five key reading habits that cultivate a lifelong love of reading. Also included are strategies, lesson plans, management tools, and comprehensive lists of recommended books. Copublished with Editorial Projects in Education, publisher of Education Week and Teacher magazine, Reading in the Wild is packed with ideas for helping students build capacity for a lifetime of "wild" reading."When the thrill of choice reading starts to fade, it's time to grab Reading in the Wild. This treasure trove of resources and management techniques will enhance and improve existing classroom systems and structures."--Cris Tovani, secondary teacher, Cherry Creek School District, Colorado, consultant, and author of Do I Really Have to Teach Reading?"With Reading in the Wild, Donalyn Miller gives educators another important book. She reminds us that creating lifelong readers goes far beyond the first step of putting good books into kids' hands."--Franki Sibberson, third-grade teacher, Dublin City Schools, Dublin, Ohio, and author of Beyond Leveled Books"Reading in the Wild, along with the now legendary The Book Whisperer, constitutes the complete guide to creating a stimulating literature program that also gets students excited about pleasure reading, the kind of reading that best prepares students for understanding demanding academic texts. In other words, Donalyn Miller has solved one of the central problems in language education."--Stephen Krashen, professor emeritus, University of Southern California
Reading into Racism: Bias in Children's Literature and Learning Materials
by Gillian KleinPublished in the year 1985, Reading into Racism is a valuable contribution to the field of Education.
Reading the Bible Around the World: A Student’s Guide to Global Hermeneutics
by Justin Marc Smith Kay Higuera Smith Federico Alfredo Roth Kirsten Sonkyo Oh Alice Yafeh-DeighIt's an exciting time to be reading the Bible.Reading the Bible Around the WorldWho we are shapes how we read. Guided by these expert teachers, readers will gain a deeper understanding of the influence of their own social location and how to keep growing in biblical wisdom by reading alongside the global Christian community.
Reading the Bible Missionally (The Gospel and Our Culture Series (GOCS))
by Michael GoheenAcademy of Parish Clergy&’s Top Ten Books for Parish MinistryInsights from a noteworthy convergence of top scholars in biblical studies and missiology Over the past half century, it has become clear that mission is a central theme in the Bible's narrative and, moreover, is central to the very identity of the church. This book significantly widens and deepens the emerging conversation on missional hermeneutics. Essays from top biblical and missiological scholars discuss reading the Scriptures missionally, using mission as a key interpretive lens. Five introductory chapters probe various elements of a missional hermeneutic, followed by sections on the Old and New Testaments that include chapters on two books from each to illustrate what a missional reading of them looks like. Essays in two concluding sections draw out the implications of a missional reading of Scripture for preaching and for theological education.CONTRIBUTORS Craig G. Bartholomew Richard Bauckham Carl J. Bosma Tim J. Davy Dean Flemming John R. Franke Mark Glanville Michael W. Goheen Joel B. Green Darrell L. Guder George R. Hunsberger Timothy M. Sheridan Christopher J. H. Wright N. T. Wright
Reading the Bible Missionally (The Gospel and Our Culture Series (GOCS))
by Michael GoheenAcademy of Parish Clergy’s Top Ten Books for Parish MinistryInsights from a noteworthy convergence of top scholars in biblical studies and missiology Over the past half century, it has become clear that mission is a central theme in the Bible's narrative and, moreover, is central to the very identity of the church. This book significantly widens and deepens the emerging conversation on missional hermeneutics. Essays from top biblical and missiological scholars discuss reading the Scriptures missionally, using mission as a key interpretive lens. Five introductory chapters probe various elements of a missional hermeneutic, followed by sections on the Old and New Testaments that include chapters on two books from each to illustrate what a missional reading of them looks like. Essays in two concluding sections draw out the implications of a missional reading of Scripture for preaching and for theological education.CONTRIBUTORS Craig G. Bartholomew Richard Bauckham Carl J. Bosma Tim J. Davy Dean Flemming John R. Franke Mark Glanville Michael W. Goheen Joel B. Green Darrell L. Guder George R. Hunsberger Timothy M. Sheridan Christopher J. H. Wright N. T. Wright
Reading the Bible Theologically (Current Issues in Theology #13)
by Darren SariskyTheological interpretation of the Bible is one of the most significant debates within theology today. Yet what exactly is theological reading? Darren Sarisky proposes that it requires identification of the reader via a theological anthropology; an understanding of the text as a collection of signs; and reading the text with a view toward engaging with what it says of transcendence. Accounts of theological reading do not often give explicit focus to the place of the reader, but this work seeks to redress this neglect. Sarisky examines Augustine's approach to the Bible and how his theological insights into the reader and the text generate an aim for interpretation, which is fulfilled by fitting reading strategies. He also engages with Spinoza, showing that theological exegesis contrasts not with approaches that take history seriously, but with naturalistic approaches to reading.
Reading the Bible as God's Own Story
by William S. KurzThis small book endeavors to expound on the views of the early church Fathers, particularly St. Irinaus. The book is scholarly and not always easy to follow. Nevertheless, it does try to explain symbolism and metaphor.
Reading the Bible without Getting Lost
by Mike Tune"Scripture did not spring from the imaginations of ancient men, but holy men spoke and wrote as they were carried along by the Spirit of God" (2 Pet. 1:21). This simple handbook serves as a guide to help beginning readers of the Bible arrive where the Spirit intended.The Bible is a vast library of writings spanning centuries and cultures. It can be daunting and confusing for inexperienced Bible readers. Reading the Bible without Getting Lost gets to the heart of every book of the Bible and provides a reader's roadmap through each one. In addition, it provides an overview of the biblical story, a brief treatment of types of literature in the Bible, and a simple guide to studying the Bible.There are many books on biblical interpretation and many hefty introductions to the Bible, but this book joins the two into a manageable size and simple presentation for beginning Bible students.
Reading the Bible, Missing the Gospel: Recovering from (Shockingly Common) Ways We Get the Bible Wrong in our Everyday Lives
by Ben ConnellyDon&’t keep asking God for forgiveness. Do judge one another. And you&’re not going to heaven for all eternity!How have we misunderstood the teachings of Jesus? Often His message to the leaders and disciples was: You&’re getting this wrong! Somewhere along the way you got confused, lost, way off track. Would He have the same assessment of us today?In Reading the Bible, Missing the Gospel, pastor and author Ben Connelly shows us how to recover God&’s original intentions in light of the story of redemption. Connelly helps us celebrate and understand how Jesus&’ life, death, and resurrection are truly good news for the tangible situations in our everyday lives. Biblical misunderstandings can lead to a small view of God—but truth overturns that. It expands our hearts for God and enables us to truly love others! Using theology, humor, and practical examples the author reveals shockingly common ways we get the Bible wrong. Connelly invites Christians to see themes and teachings with new eyes—or, rather, with old eyes—on topics like confession and forgiveness . . . what it means to be blessed or happy . . . whether we&’re commanded to or prohibited from passing judgement. How does the gospel inform our understanding and answer these questions? Connelly gives readers a new gospel-focused lens that addresses common frustrations and helps them see with renewed hope, clarity, and courage.
Reading the Bible, Missing the Gospel: Recovering from (Shockingly Common) Ways We Get the Bible Wrong in our Everyday Lives
by Ben ConnellyDon&’t keep asking God for forgiveness. Do judge one another. And you&’re not going to heaven for all eternity!How have we misunderstood the teachings of Jesus? Often His message to the leaders and disciples was: You&’re getting this wrong! Somewhere along the way you got confused, lost, way off track. Would He have the same assessment of us today?In Reading the Bible, Missing the Gospel, pastor and author Ben Connelly shows us how to recover God&’s original intentions in light of the story of redemption. Connelly helps us celebrate and understand how Jesus&’ life, death, and resurrection are truly good news for the tangible situations in our everyday lives. Biblical misunderstandings can lead to a small view of God—but truth overturns that. It expands our hearts for God and enables us to truly love others! Using theology, humor, and practical examples the author reveals shockingly common ways we get the Bible wrong. Connelly invites Christians to see themes and teachings with new eyes—or, rather, with old eyes—on topics like confession and forgiveness . . . what it means to be blessed or happy . . . whether we&’re commanded to or prohibited from passing judgement. How does the gospel inform our understanding and answer these questions? Connelly gives readers a new gospel-focused lens that addresses common frustrations and helps them see with renewed hope, clarity, and courage.