Book Description
The fifth edition of this landmark reference continues the tradition of offering the highest quality research and representing the best scholarship in the field. The selected pieces, 70% of which are new to this edition, will help educators develop an understanding of reading and literacy research and the ability to apply that understanding in generating new research and informing instructional decision making.
The volume is organized into the following sections:
Perspectives on Literacy Research and Its Application: Viewing the Past, Envisioning the Future
Processes of Reading and Literacy
Models of Reading and Writing Processes
Literacy's New Horizons: An Emerging Agenda for Tomorrow's Research and Practice
Although pieces from past editions of Theoretical Models and Processes of Reading have been retained, the editors highlight more recent works that reflect new findings and promising directions in the field. Section One contextualizes the fifth edition in today's rapidly changing literacy scene. Section Two emphasizes the role that sociocognition and literacy development play in reading processes, provides a catalog of key factors influencing the acquisition and mastery of reading processes, and explores the role of teaching and tutoring in literacy development. Section Three presents models that represent markedly different reading and writing theories. Section Four focuses on literacy's future potential to develop insights into reading processes, instruction, technology, and educational policy.
Questions for Reflection accompany each section to assist readers in transforming their current knowledge base through discussion and deeper thinking about theory, research, and instruction. Plus, a supplementary CD includes a number of other classic and recent research pieces to enrich readers' understanding of the selections in this updated volume.
Theoretical Models and Processes of Reading, Fifth Edition, is an invaluable resource for teacher educators, curriculum and administrative leaders, graduate students, and researchers in their efforts to help individuals learn to read and understand language.
Book Description
Updated Edition of Bestseller!
The classic for masters and doctoral students--newly revised and updated!
Writing your masters thesis or doctoral dissertation can be a daunting task.
Writing the Winning Thesis or Dissertation, Second Edition demystifies the process, helping you prepare your scholarly work. This experience-based, practical book takes you through the process one step at a time!
Newly revised and updated, this edition uses a step-by-step approach, providing specific models and examples that will take you through the complex writing process. Included are chapters on:
- Laying the groundwork for the thesis or dissertation
- Organizing and scheduling your work
- Peer collaboration
- Using technology
- Developing and defending your work
- Conducting quality research and writing a winning report
- Defending and publishing your dissertation
- Solving problems throughout the dissertation process
This excellent resource, used in its first edition by tens of thousands of students, will provide you with clear direction for structuring a winning thesis or dissertation.
Customer Reviews:
A Graduate Student's Best Friend.......2007-09-10
This is an excellent,well-written guide for graduate students. It fills in all the information the average committee fails to tell the student.If a student follows the text, he or she should have a successful experience; consequently,I have recommended this book to numerous students. I was particularly happy to see the section on dealing with problem committees or problem advisors. I edit theses and dissertations for a living, and every other one comes from a student with a bad advisor.
Not a good general guide for writing a thesis.......2007-07-30
Regarding the other reviewer's review of this book, I AM in the social sciences field and yet I still feel that this is not a good reference for everyone. I concur that the book markets itself as a "general" guidebook, yet it spends a great deal of time detailing how to go about selecting your committe, which is rather irrelevant for me as my thesis advisor is selected by my university. I agree with the notion that the book is just too specific. It's probably a good resource for someone that is in the field of edcuation (I'm not...I'm in psychology)at a "traditional" university where you will be putting together a committee and choosing which professors you want to work with on educational research. If this doesn't apply to you, don't waste your time on this book.
The first few chapters there was some useful general information, so I give it 2 stars. However, from that point on I, like the other reviewer, stopped reading the text because it became apparent it was no longer relevant for my Master's thesis. Also, the book again markets itself as a guide for a thesis or dissertation, but there is a noticeable bias towards those in PhD programs writing a dissertation. The authors should retitle the book: "Writing the Winning Dissertation in Educational Research in a traditional university setting where you are able to select your thesis committe: A Step-by-Step Guide." This would be more accurate and honest!
Not for Everyone..........2007-02-17
My problem with this book extends from the fact that it advertises itself as a general book about writing a thesis. From its description the authors of the book would have you believe that this book is for everyone in any field. In actuality, this book has an extreme bias towards the social sciences and humanities, most notably education research. If you are in one of these fields this book is an excellent resource for you, and I recommend it to you. However, if you are in a science or engineering field, like myself, than this book will be of no help to you. I bought this book to help me with my thesis believing that it was a general reference. I received this impression after reading both its description and table of contents on Amazon. When I actually got the book, I realized its extreme bias very early on but kept reading attempting to extract useful information from it. The more I read, the more I was disappointed. It details things such as "problem statements," "research participants," "research methodology," "ERIC: Education Resources Information Center," etc. and omits any information relevant to a thesis in the sciences or engineering. When reading the book I finally came across a section on detailing your research instruments. This confused me greatly as when I read it instantly thought of the measurement equipment I used in my lab when I read the phrase research instruments. I went so far as to ask people I knew in the social sciences and found out that the author was referring to items such as surveys used to collect data from study participants in social science research. It was at this time I stopped reading the book because it was very clear to me that it had no application to my field and the book itself was a complete waste of my time and money.
I'd like to take this opportunity reiterate that my negative review stems from the fact that this book masquerades itself as a general reference guide. This is no doubt an act of dishonesty. From my perspective I have been lied to and cheated. I do highly recommend this book, however, if you are in one of the fields it is written for. If you are in the sciences or engineering like myself, than I highly recommend the book "Enjoy Writing Your Science Thesis or Dissertation!: A Step by Step Guide to Planning and Writing Dissertations and Theses for Undergraduate and Graduate Science Students" by Elizabeth Fisher and Daniel Holtom. I bought this book after giving up on the one detailed in this review, and have benefited greatly from the information it has conveyed.
Customer Reviews:
An essential resource for teaching nonfiction.......2007-01-13
I just had this book assigned to me for my upcoming course in Materials for Teaching Reading. The semester hasn't even started yet, and I have devoured this book. Stephanie Harvey has done an incredible job of breaking down the process of reading, writing, and researching nonfiction in such a way that I really feel prepared to go out and start teaching it. Not only am I prepared, I am EXCITED! I can't wait to implement what I have learned in my future classes, as well as in my own life journey of continued learning and research. Not only is there great information, the book is written in a very readable, interesting manner, a good example of good nonfiction writing.
Outstanding.......2005-02-03
Every middle-grade teacher should own this book! It is such a relief to find a book by an author who clearly knows how to engage students in authentic, "real world" material. Not only is this book enjoyable to read, but it actually shows you how to jump in and make nonfiction reading work for your students--or your children--wherever they may be on the ability spectrum.
I think it can be difficult to teach things which we intuitively do well, and many teachers are good readers. This book is marvelous, because it refuses to advocate a painful, repetitive break-down of dull practice skills. Instead, it shows teachers and parents how to explicitly address skills within a meaningful context. That is so critical! For example, the book talks about readers making connections, and recognizing types of connections, including text-to-self, text-to-text, and text-to-world. Making connections is not a new idea for reading teachers, but these categories are great for making non-fiction accessible.
The ideas and strategies in the book are motivating and inspiring, if overwhelming. The author's journey is really that of a continuing learner, and it was so valuable to me to read about her overflowing ideas and philosophies and strategies, as well as the way she handled roadblocks with colleagues and students.
I love that this author has the courage to present teaching as a "messy" art and science. It doesn't pretend there is one right answer or one right method or one right kind of student or teacher. It recognizes the complexity of so many variables coming together--ability, interest, personality--and acknowledges and addresses these variables, instead of pretending they don't exist.
This is a book for thinking, reflective teachers, and it's good.
A ReflectiveTeacher's Guide.......2002-04-08
Nonfiction Matters by Stephanie Harvey is a great book that not only gives teachers great ideas on how to teach nonfiction writing, but also on how to learn along with the students by inquiring about real things in life anyone of them might have an interest in.
I recommend this book to any teacher who is willing to take the challenge and transform her / his classroom into what every classroom in the world should be. Teachers will find new incentives to motivate their students along with simple economic ideas that will get their students writing passionate, interesting nonfiction papers everyone will want to read.
*How* to write papers.......2001-06-02
When I was in school, we were told to write papers, but were never really taught *how* to develop one. We were told *what* to do -- make an outline, write the paper, and revise it -- but that didn't help me figure out *how* to do any of these things.
Now my daughter is in third grade and I'm trying to help her learn how to write. Our first use of the book helped us capture and explore what she learned on a museum trip. I was really impressed with the resulting report. It was focused, full of real content, and had a delightful narrative style. We even used wondering questions to help us focus further inquiry.
This book is a must-have for anyone interested in life-long learning.
Allowing Non-Fiction back into the ELA Curriculum and Beyond.......2001-04-18
This book provides research and practice on using non-fiction sources for authentic literary products. The traditional research project is reshaped into a meaningful, student-centered outcome. I've also attended Harvey's conference in conjunction with the book and recommend her book, and any other works that she creates, as useful and invigorating for all subject/level teachers.
Book Description
What Really Matters for Struggling Readers offers a clear blend of research and practice that teachers can use to develop better methods for helping children with reading difficulties.
- Includes clear, non-technical summaries of research on the subject of children as proficient readers.
- Research section on reading fluency that provides instructional models and methods for fostering fluency, including pause-prompt-praise, partner reading, taped read -alongs, impress method, choral reading, and fluency charting.
- Research section that studies the effects of enhancing access to appropriate books and offers suggestions for designing schools where all children have books that are appropriate.
In What Really Matters for Struggling Readers, nationally recognized scholar Dick Allington offers easy-to-understand interpretations of research that support three important principles: Children need to read a great deal to become proficient readers, offering summaries of research on the subject, the text shows how to monitor the amount of reading and create interventions that expand reading activity. Children need access to appropriate books, exploring the research on the subject, the text contains suggestions for designing schools where books are available and appropriate for all children. Children need to develop fluent reading to become proficient readers, reviewing the research on reading fluency, the text provides instructional models and methods for fostering fluency.
Richard L. Allington is the Fien Distinguished Professor of Education at the University of Florida, Gainesville. He was a co-recipient of the Albert J. Harris Award from the International Reading Association for his "contributions to the better understanding of reading and learning disabilities". Dick is also a past president of the National Reading Conference and has been elected to membership in the Reading Hall of Fame.
Customer Reviews:
Great Read.......2007-03-13
This an excellent book for reading specialist, Literacy Coaches or Title I teachers. It really explains how to detect the early signs of reading difficulties. GREAT BOOK!!
from a teacher.......2006-07-01
This book has helped me tremendously in redesigning my reading program. As a special education teacher I am always looking for new concepts when it comes to my struggling readers.
Excellent, research-based, trustworthy........2006-01-30
Dr. Richard Allington continues to provide a research-based perspective that goes beyond the quick fixes, commercial-for-profit programs, and the political rhetoric of the day. If you really want to understand reading and learn a variety of research-based strategies that can be used to enhance reading, this is the book for you. There are plenty of practical strategies for teachers as well as parents. However, if you are looking for simplistic fixes (more phonics, more tests, more homework), I would advise you to go to your conservative "think" tanks and listen to politicians who have never read a research study.
Explains concepts in an easy to understand manner.......2005-11-11
How beneficial you will find this book depends on your background. If you are a parent, teacher, or college student trying to learn about basic research on reading, then this book is for you. This book gave me a nice review, but if you are familiar with the original research, you may want to skip this as something you already know.
Allington presents education and cognitive psychology research in a way that is informative and makes it easy for anyone to understand. Due to my background in cognitive psychology, I've read a lot of the original research on which this book is based. I think Allington gives a good overview of other people's research, while still giving his own take on the information. He does not discredit research, but makes you aware of the limitations of some experimental designs. Reading research is a relatively new field, most of which has occurred in the last fifteen to twenty years. Some results may seem obvious now, but may not have been a decade ago. Also, even if you think something is true, you always have to test it using a good experimental design. Allington's summaries allow you to decide for yourself if you accept the experimental conclusions.
I also think Allington did a good job of making practical suggestions that incorporates the research, so you can use it in the classroom or at least make informed decisions. That is probably most people's purpose for reading this book-practical applications. I like that there is more and more of a collaboration between teachers and researchers. This book is a good steping stone to that end.
I hope Allington continues to upgrade this book and write more like it.
Immediately Useful in my Classroom.......2005-09-10
This book has helped me so much with the struggling readers in my 2nd grade classroom. It is user-friendly, and based on real-life teaching situations. Ideas for comprehension have improved my students understanding of the story by leaps and bounds. My classroom library is now organized and leveled, and much easier for the students to enjoy, and to find books at their levels. It also helped me realize which books needed to be removed for now. Some books look like they're an easy read, but the word usage can be up to 9th grade! This is the best teaching resource I have read in the last year!
Average customer rating:
- Has history been tampered with?
- Calculations are only as good as your numbers
- Pants on fire?
- Accepted History & Chronology Must Be Changed.
- Very Interesting
|
History: Fiction or Science? (Chronology, No. 1)
Anatoly Fomenko
Manufacturer: Mithec
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Similar Items:
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History: Fiction or Science? Chronology 2 (Chronology)
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History: Fiction or Science? Astronomical methods as applied to chronology. Ptolemy's Almagest. Chronology III
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ASIN: 2913621058 |
Book Description
Recorded history is a finely-woven magic fabric of intricate lies about events predating the sixteenth century. There is not a single piece of evidence that can be reliably and independently traced back earlier than the eleventh century. This book details events that are substantiated by hard facts and logic, and validated by new astronomical research and statistical analysis of ancient sources.
Customer Reviews:
Has history been tampered with?.......2007-10-23
Watch Video Here: http://www.amazon.com/review/RAZQNMXM4M9CL Has history been tampered with? Yes, it has! Did events and eras such as the crucifixion of Jesus Christ, the Roman Empire , the Dark Ages, and the Renaissance, actually occur within a very different chronology from what we've been told? Yes, they certainly did!
The history of humankind is both drastically shorter and dramatically different than generally presumed.
Why is it so? On one hand, it was usual custom to justify the claims to title and land by age and ancestry, and on the other the court historians knew only too well how to please their masters. The so called universal classic world history is a pack of intricate lies for all events prior to the 16th century. World history as we learn it today was entirely fabricated in the 16th-18th centuries. It's likely that nobody told you before, but
there is not a single piece of firm written evidence or artefact that is reliably and independently dated prior to the 11th century.
Naturally, after what you've learned in school and university, you will not easily believe that the classical history of ancient Rome, Greece, Asia, Egypt, China, Japan, India, etc., is manifestly false.
You will point accusing finger to the pyramids in Egypt, to the Coliseum in Rome and Great Wall of China etc., and claim, aren't they really ancient, thousands of years ancient? Well, there is no valid scientific proof that they are older than 1000 years!
The oldest original written document that can be reliably dated belongs to the 11th century!
New research asserts that Homo sapiens invented writing (including hieroglyphics) only 1000 years ago. Once invented, writing skills were immediately and irreversibly put to the use of ruling powers and science.
The consensual chronology we live with was essentially crafted in the 16th century by the Jesuits.
The world history was compiled from contradictory mix of innumerable copies of ancient Latin and Greek manuscripts and other irrefutable proofs delivered by late mediaeval astronomers that were cemented by the authority of writings of the Church Fathers.
Early in life, we learn about ancient history. Children love the magical lessons of history - they are like fairy tales. Teachers recite breathtaking stories; very soon We learn by heart the names and deeds of brave warriors, wise philosophers, fabulous pharaohs, cunning high priests and greedy scribes.
We learn of gigantic pyramids and sinister castles, kings and queens, dukes and barons, powerful heroes and beautiful ladies, emaciated saints and low-life traitors.
Ancient history is based documents, manuscripts, printed books, paintings, monuments and artefacts - called primary sources.
The problem is that neither these ancient documents, nor events described therein can be irrefutably dated, moreover they contradict each other for the most part.
When a school textbook tells us that Genghis Khan in year X or Alexander in year Y, have each conquered half of the world, it means only that it is so said in some of the written sources.
There are no answers to simple questions:
When were these primary sources written?
Where and by whom were these sources found?
It is wrongly presumed that ancient and medieval chronicles, written by Genghis Khan's or Alexander the Great contemporaries and eyewitnesses, are readily available. Actually, only sources written hundreds or even thousands of years after the events are there, compiled mostly in the 16th 18th centuries, or even later.
As a rule, these sources suffered considerable multiple manipulations, falsifications and distortions by editing. At the same time,
innumerable originals of ancient documents under various pretexts were destroyed in Europe under various pretexts.
The names of persons and geographical sites often changed meaning and location during the course of the centuries.
Geographical locations became clearly defined on maps only with the advent of printing.
This made possible the circulation of identical copies of the same map for purposes of the military, navigation, education and governance tasks.
Historians from Oxford say: "hey, everybody knows that Julius Caesar lived in the first century B.C.
`Julius Caesar' statement is only a point of view as
there is simply no irrefutable documentary proof that Julius Caesar or any other great name of antiquity ever existed.
Better than that - extremely rare sources that can be reliably dated back to the 10th-14th centuries A D, do not show the polished picture of classical history.
They show a picture both contradictory and confusing.
All methods of dating of ancient sources and artefacts are erroneous:
Radio-carbon C14 method produces dating with exactitude of plus minus 1500 years, therefore it is too crude for dating of events in historical timeframe!
The Almagest tractate, which lies as corner stone contemporary chronology, compiled in the 2nd century A D by Ptolemy, the founding father of astronomy, contains astronomical data of 9th to 16th century!
The Bronze Age,that has supposedly began 5000 years ago. Bronze is made of 90% copper and 10% tin, but the technology for tin extraction dates back to 14th century A D!.
All eclipses contained in manuscripts, like Thucydides one, relating 'ancient' events have exclusively medieval dating. All horoscopes cut in stone or painted in Egyptian temples, like Dendera have exclusively early medieval dating solutions.
Not quite what you have learned in school? Open your eyes, and, you will find sufficient proof to reach step by step the inevitable conclusion that the classical chronology is false and therefore, that the history of ancient and medieval world universally accepted today, is also false. Have a fresh outlook on everything said or printed about "ancient" and "enigmatic" Roman, Greek and Egyptian, medieval as well as all other "lost and found" civilizations.
Antiquity and Dark Ages are phantoms invented in the 16th 18th and polished in 19th 20thcenturies. Human civilization is in fact barely 1000 years old!
This book will change your perception of History forever!
What if Ancient Rome, Greece and Egypt were invented during Renaissance?
What if The Old Testament was a rendition of events of the Middle Ages?
What if Jesus Christ was born in 1053 and crucified in 1086 AD?
Sounds Unbelievable?
Not after you've read "History: Fiction or Science?" by Anatoly Fomenko, the genius mathematician.
Armed with astronomy and computers Anatoly Fomenko turns History into a rocket science.
Calculations are only as good as your numbers.......2007-08-03
Yes, we can all agree that mainstream history is nearly 100% BS due to politics, economics, ego, problems with dating techniques, and various conspiracies. Agreed. But, I've been researching the distinct possibility that human history (in terms of civilizations) are much more ancient than we've been told, so coming across this book was very interesting to me. I wondered how Fomenko could be wrong (if at all) because he is very persuasive in his presentations. Then it dawned on me. If at previous times in prehistory, due to the various catastrophies that are well documented (comets, asteroids, planetary disruptions, plasma discharge, pole reversals, etc) the Earth was in a different position in relation to the sun, different tilt on its axis, different orbit, different rotation (in terms of velocity and DIRECTION), and the continents were in different positions, then would this not cause the ancients to see the sky (constellations) differently? In other words, is Fomenko making erronious assumptions about the physics of the Earth in pre-history, which then corrupt his data with regards to dating the relevant astrology? The last event to seriously disrupt our planet occured roughly 3500 years ago, according to other good researchers, so is it possible Fomenko has been confused by this? The vastly different physics of our planet in the not so distant past may explain this confusion, which is not to say the "mainstream" version of history is correct; on the contrary. I am not an expert in these fields, but wanted to see if this idea could spark discussion.
Pants on fire?.......2007-07-19
Will people ever read before spamming? Yes, Jesuits could not rewrite world history alone, they had help. Anyway, Dr Prof Acad A.Fomenko does not point to jesuits as the driving force of world wide history manipulation in published volumes 1,2,3;, actually he barely mentions the poor devils. Check it with 'Search inside' feature, please. China is rarely mentioned either, in fact, Dr Fomenko is completely eurocentric. Right, his theory contradicts all mainstream schools of history, because in their actual state they are all built on blatantly erroneus chronology. You don't need a mysterious cabal (conspiracy) to falsify history, the falsification is its modus operandi. It is inherent to history(ians) to falsify (distort) events, as it is inherent to humans to boast as it is inherent to power (authority) to legimize itself by referrring to glorious past made to its own order. Dr Prof Fomenko and team have identified scores of instances of such manipulation in Russian, European, etc.. history, and delivered valid statistical proof thereof. His own 'reconstruction' is completely another story. Forget c14 as a valid method of dating. W.Libby has initially discovered a brilliant method of INDEPENDENT dating. Too bad, c14 method has become a joke after a forced marrige with dendrochronology with consensual chronological scale inbuilt. Radiocarbon method can't stand blind tests, but is so very productive as a rubberstamp.
Accepted History & Chronology Must Be Changed. .......2007-04-09
There is no doubt that history as most know it is a sham, & institution's version of History both University & Church is fradulent & inaccurate. Everything was established with an agenda, The real "Dark Ages" are now when we have access to incredible amounts of information past authorities & more important 'common folk' didn't have but our institutions & educators are slow to evolve because of what has ignorantly & arrogantly been taught for too long. This is on many subjects not just Chronology.
For anyone to question "Why would a Mathematician have anything credible to say of History?" The answer is from Dr. Fomenko's preface in the book: "It would be worthwhile to remind the reader that in the XVI-XVII century Chronology was considered to be a subdivision of Mathematics." These volumes could possibly be some of the most important works to date & should be read by everyone with an interest in History, especially professors & educators who have a duty to the public. I have read both books & must say that 'Chronology 1' has some very eye opening & revolutionary information. Even if these volumes are part true the implications are profound & opens the doors to further investigations & questions which must be done. I speak several different lanquages & must say the logic Dr. Fomenko uses with "inflection" of words & words being read from left to right in one region & right to left in another then written backwards, the removal of vowels & get down to basics of words, or different cities & locations having the same name etc. is correct. Vowel usage has always been optional & varied, actually complicating linquistics & study. The first thing one has to understand is that words never had a fixed spelling in history like we do now, the spelling of words was mutable & regional, as well as names & titles of people were vast, varied & changed, NOTHING WAS FIXED or understood linear. Matters of Life & Death as well as financial profiteering yesterday & today were & are made with ignorant, illogical & conspiratorial views of history & reality, it's time people get closer to the Truth & society collectively grow up.
Very Interesting.......2007-03-07
It is a good proposal and I believe it will mature into something even better in the future. I think it deserves to be read.
Product Description
The third edition of this respected volume provides current research along with instructional implications that reflect the rapidly evolving professional context in which the research is used. Educators will find information on how to teach students to read based on evidence from a broad base of effective, well-designed research. Topics have been updated and added to better reflect current thinking in the field and address issues that have come to national and international attention for a number of reasons, including the recently released U.S. National Reading Panel report. The editors maintain a balance among theory, research, and effective classroom practice without presenting a formulaic view of good instruction or overly theoretical discussions in which practical applications of research findings are not adequately explored. The 17 chapters focus on research related to early reading instruction, phonemic awareness, comprehension, and many other topics. Each chapter concludes with "Questions for Discussion" to encourage reflection on the topics discussed. Teacher educators will find this volume to be a valuable tool for preservice teacher preparation as well as graduate level courses. The professional development community, school administrators, and policymakers will also find it to be an indispensable resource as they seek to implement programs consistent with rapidly emerging legislative and policy mandates.
Customer Reviews:
Good book.......2007-10-05
This book arrived when it said it was going to. It was in good condition, I would probably buy from this buyer again.
reading instr. book.......2006-03-15
This book managed to cram alot of information into a small amount of space. It remained objective, which is a positive. It was very thorough yet specific. I enjoyed it. IT wasn't even THAT boring to read.
What Research Has to Say About Reading Instruction.......2005-09-24
Not much to say. Needed this book as a text for a collage course.
Sophisticated Reading Strategies for Students in All Grades.......1999-12-21
This is an excellent book for teachers in all areas of education. Since reading is the basis for all learning, this book is very useful for classroom teachers, parents, reading specialists, and other readers who would like to become more efficient at reading a variety of texts as well as developing independent skills within the process of reading, rather than after-the-fact. Specifically for teachers, this book outlines basic strategies that can easily be used in the classroom. For students with minimal reading ability, the strategies are explained with the use of academic language that many disabled middle school and young adult readers would appreciate as lifelong strategies to use in a variety of reading contexts. I appreciate the fact that while the authors gave credit to instruction of the past, they provided reasons for change in application as we move students toward a world of problem solving and decision making. In my opinion, I cannot think of any other way I would want to teach my students to read and develop a sense of purpose and love of learning. I'm sorry that my teachers did not approach reading instruction with such a worldly view. Not only am I a better teacher, I am also a better reader.
Book Description
"
How the Brain Learns to Read makes the important connections between reading and brain research accessible for teachers and parents. It is definitely a book that I will recommend to teachers and my undergraduate and graduate students."
Diane Barone, Professor of Literary Studies
University of Nevada
"
How the Brain Learns to Read is a comprehensive, teacher-friendly book. Sousa not only clarifies the complex act of reading, he provides practical ‘use-tomorrow’ strategies and guidelines for designing a successful reading program. This book makes a significant contribution to the field. I highly recommend it."
Pat Wolfe
Author, Building the Reading Brain, PreK-3
"Sousa has hit a home run with
How the Brain Learns to Read, giving us a specific application of brain research that takes us from generalizing about how the brain learns to how the brain learns to read."
Robin Fogarty, Educational Consultant
Robin Fogarty & Associates, Ltd
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
- 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!
See
David A. Sousa's How the Brain Learns, The 4-Book Collection
Customer Reviews:
Good book.......2007-07-05
This book is useful. It was a required text for a graduate level class I took for my Master's degree.
Awesome Info on Brain Development.......2007-05-12
I am a staff developer for teachers and parents regarding children from pre-birth to 99. The information that Sousa delivers in this text is invaluable. It helps us to understand in layman's terms, exactly what is involved in the brain and learning to read. Sousa is a topnotch author writing in a way that is so user friendly for parents, teachers, caretakers, administration....
I use his books like bibles when I instruct. Thank you Dr. Sousa for your wonderful gifts ....
How the Brain Learns to Read.......2007-03-12
This book should be required reading for any teacher of reading. It is very readable and hard to put down.
Book Description
What does research tell us about how teachers can most effectively help young students learn to read? In Research-Based Methods of Reading Instruction, Grades K-3, Sharon Vaughn and Sylvia Linan-Thompson explore the research on reading, providing a comprehensive overview of the five core instructional areas and how each affects student achievement:
* Phonemic awareness
* Phonics and Word Study
* Fluency
* Vocabulary
* Comprehension
The authors include dozens of reading activities and lesson plans that teachers can use immediately, all of which have worked in actual classrooms and are grounded in solid research. A glossary and annotated resource lists will help you better understand key reading concepts and find reliable resources, including relevant Web sites.
Whether your students have special needs or show no apparent learning difficulties, this book will expand your repertoire of teaching strategies and help you put students on the road to literacy.
Sharon Vaughn is the director and H.E. Hartfelder/Southland Corporation regent's chair of the University of Texas Center for Reading and Language Arts in Austin.
Sylvia Linan-Thompson is an assistant professor in special education at the University of Texas at Austin.
Download Description
What does research tell us about how teachers can most effectively help young students learn to read? In Research-Based Methods of Reading Instruction, Grades K-3, Sharon Vaughn and Sylvia Linan-Thompson explore the research on reading, providing a comprehensive overview of the five core instructional areas and how each affects student achievement: Phonemic awareness Phonics and Word Study Fluency Vocabulary Comprehension The authors include dozens of reading activities and lesson plans that teachers can use immediately, all of which have worked in actual classrooms and are grounded in solid research. A glossary and annotated resource lists will help you better understand key reading concepts and find reliable resources, including relevant Web sites. Whether your students have special needs or show no apparent learning difficulties, this book will expand your repertoire of teaching strategies and help you put students on the road to literacy. Sharon Vaughn is the director and H.E. Hartfelder/Southland Corporation regent's chair of the University of Texas Center for Reading and Language Arts in Austin. Sylvia Linan-Thompson is an assistant professor in special education at the University of Texas at Austin.
Customer Reviews:
reference book review.......2006-02-25
This reference book offers many suggestions for reading interventions that can be easily implemented in the classroom. Dr Vaughn has a high reputation for quality reading interventions and this book reinforces that reputation.
Book Description
In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.
Customer Reviews:
Using Research to Accommodate Instruction.......2000-06-15
An extremely well-written compilation and synthesis of research in the field of Reading. Some areas that are explored include Early Literacy, Motivation and Achievement, Historical Perspectives of Reading Research, Comprehension, and Computers and Reading. The synthesis and meta-analysis of the research provides implications for instruction. A must have for reading specialists, Special Education specialist/teachers, and anyone who has the desire to improve their understanding of the reading process and improve their instruction.
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