MARC details
000 -LEADER |
fixed length control field |
06419cam a2200445Li 4500 |
005 - DATE AND TIME OF LATEST TRANSACTION |
control field |
20230526150826.0 |
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
fixed length control field |
980312s1997 nz a b 001 0 eng d |
011 ## - LINKING LIBRARY OF CONGRESS CONTROL NUMBER [OBSOLETE] |
Local cataloguing issues note |
BIB MATCHES WORLDCAT |
020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
International Standard Book Number |
0582739977 |
Qualifying information |
pbk. |
020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
International Standard Book Number |
9780582739970 |
Qualifying information |
pbk. |
035 ## - SYSTEM CONTROL NUMBER |
System control number |
(ATU)b10210726 |
035 ## - SYSTEM CONTROL NUMBER |
System control number |
(OCoLC)154698420 |
040 ## - CATALOGING SOURCE |
Original cataloging agency |
Nz |
Language of cataloging |
eng |
Description conventions |
rda |
Transcribing agency |
Z5M |
Modifying agency |
ATU |
043 ## - GEOGRAPHIC AREA CODE |
Geographic area code |
u-nz--- |
082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER |
Classification number |
372.40993 |
Edition number |
23 |
100 1# - MAIN ENTRY--PERSONAL NAME |
Personal name |
Smith, John W. A. |
Fuller form of name |
(John William Alexander) |
Relator term |
author. |
9 (RLIN) |
240787 |
245 10 - TITLE STATEMENT |
Title |
How children learn to read : |
Remainder of title |
insights from the New Zealand experience / |
Statement of responsibility, etc. |
John W.A. Smith, Warwick B. Elley. |
264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
Place of production, publication, distribution, manufacture |
Auckland, N.Z. : |
Name of producer, publisher, distributor, manufacturer |
Longman, |
Date of production, publication, distribution, manufacture, or copyright notice |
[1997] |
264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
Date of production, publication, distribution, manufacture, or copyright notice |
©1997 |
300 ## - PHYSICAL DESCRIPTION |
Extent |
159 pages : |
Other physical details |
illustrations ; |
Dimensions |
25 cm |
336 ## - CONTENT TYPE |
Content type term |
text |
Content type code |
txt |
Source |
rdacontent |
337 ## - MEDIA TYPE |
Media type term |
unmediated |
Media type code |
n |
Source |
rdamedia |
338 ## - CARRIER TYPE |
Carrier type term |
volume |
Carrier type code |
nc |
Source |
rdacarrier |
500 ## - GENERAL NOTE |
General note |
"Update and expand their ... book, Learning to read in New Zealand"--Back cover. |
504 ## - BIBLIOGRAPHY, ETC. NOTE |
Bibliography, etc. note |
Includes bibliographical references (pages 149-157) and index. |
505 0# - FORMATTED CONTENTS NOTE |
Formatted contents note |
PART 1. 1. INTRODUCTION. How are the contents of this book organised? Why read? -- 2. EARLY YEARS. What is the role of story-book reading? -- How do stories assist in intellectual development? -- What is a literacy set? -- Why is family literacy important? -- How much time is spent in early reading -- What happens during bedtime reading sessions? -- What are children learning in the period of emergent reading -- Sulzby classification scheme for children's story reading -- What about structured instruction? -- Where does writing fit in? -- 3. BEGINNING SCHOOL. What is school like for the five-year-old? -- When are children ready to read? -- What reading materials are used in the junior school? -- What is the rationale of the Ready to Read books? -- How were the Ready to Read books revised? -- What are the stages children pass through when learning to read? -- 4. READING INSTRUCTION TECHNIQUES. What are the main teaching strategies in the junior school? -- 1. Language experience -- 2. Shared reading -- Is shared reading effective? -- 3. Guided silent reading -- The importance of pre-reading discussion -- How is the story divided up? -- What is the role of follow-up activities? -- How common is guided reading? -- 4. Reading aloud to children -- Specific gains from reading to children -- 5. Independent reading -- How beneficial is silent reading for children -- The role of writing -- 5. THE MIDDLE YEARS. What are the challenges of reading in the middle school? -- What aims do New Zealand teachers have in teaching reading? -- What materials are used in the middle school? -- How can we help children to improve their comprehension? -- Comprehension as transaction -- Transactional teaching in practice -- Reciprocal teaching -- Individualised instruction -- Conclusion -- 6. READING IN THE SECONDARY SCHOOL. Teaching -- Improving reading comprehension -- What is schema theory? -- What barriers exist to students learning from text? -- Barriers to reading comprehension -- 1. Lack of a relevant schema -- 2. Lack of vocabulary, i.e. the labels for the schema -- 3. Failure to use relevant schema -- 4. Interference from inappropriate schemata -- 5. Unfamiliarity with common text schemata -- 6. Lack of strategies for dealing with difficult text -- Access to materials -- What do we know about adolescents reading habits? -- PART 2. 7. HOW DO CHILDREN READ? SOME THEORETICAL CONSIDERATIONS. The importance of theory -- Reading is a language process -- Reading is a psychological process -- What is The Great Debate about learning to read? -- The interactive position -- What was Vygotsky's viewpoint? -- Society and reading -- McNaughton's concept of co-construction -- Pulling it all together -- 8. WHAT IS READABILITY AND HOW CAN WE ASSESS IT? Fry readability method -- Noun frequency method -- Rationale -- Method -- Cloze technique -- Conclusion -- HH9. ASSESSMENT IN READING. WHY ASSESS? -- Types of assessment -- 1 Informal observation -- 2 Running records -- 3 Informal reading inventories (IRIS) -- 4 Tests of word recognition -- 5 Tests of silent reading comprehension -- 6 Tests of vocabulary -- 7 Diagnostic survey for five to six-year-olds (the six year net) -- 8 Measuring volume of reading -- 9 Determining attitudes to reading -- 10 Tests of study skills -- Summary -- 10. HOW WELL DO NEW ZEALAND CHILDREN READ? What is the evidence on New Zealand reading standards? -- The IEA Survey of 1990-1 -- Summary -- 11 MAORI CHILDREN LEARNING TO READ = TOI TO KUPU, TOI TO MANA, TOI TO WHENUA. History -- The situation today -- Identity -- Language -- Some disturbing research findings -- Junior class interactions -- What should be done? -- Maori-medium primary schools -- What teaching strategies should be used? -- Tatari Tautoko Tauawhi -- 12. HELPING CHILDREN WITH READING DIFFICULTIES. How can we define reading difficulty? -- Problems of definition -- How many children receive extra help? -- Reading Recovery -- Early identification -- The diagnostic survey -- Teaching in Reading Recovery -- Research evidence -- Pause, Prompt and Praise -- Research evidence -- Peer tutoring Comparison of Reading Recovery and Pause, Prompt and Praise -- Taped Read-along Stories -- 13. CONCLUSION : ANOTHER LOOK AT READING THEORY. Criticisms of Whole Language approaches. |
588 ## - SOURCE OF DESCRIPTION NOTE |
Source of description note |
Machine converted from AACR2 source record. |
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
Topical term or geographic name entry element |
Reading (Elementary) |
Geographic subdivision |
New Zealand |
9 (RLIN) |
578460 |
700 1# - ADDED ENTRY--PERSONAL NAME |
Personal name |
Elley, Warwick B., |
Relator term |
author. |
9 (RLIN) |
237670 |
700 1# - ADDED ENTRY--PERSONAL NAME |
Relationship information |
Revision of : |
Personal name |
Smith, John W. A. |
Fuller form of name |
(John William Alexander). |
Title of a work |
Learning to read in New Zealand. |
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