How children learn to read : (Record no. 1111117)

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.
907 ## - LOCAL DATA ELEMENT G, LDG (RLIN)
a .b10210726
b 24-03-21
c 27-10-15
998 ## - LOCAL CONTROL INFORMATION (RLIN)
-- b
-- n
-- s
Operator's initials, OID (RLIN) 06-04-16
Cataloger's initials, CIN (RLIN) m
First date, FD (RLIN) a
-- eng
-- nz
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942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type Book
Holdings
Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Home library Current library Shelving location Date acquired Cost, normal purchase price Inventory number Total Checkouts Total Renewals Full call number Barcode Date last seen Date last checked out Copy number Cost, replacement price Price effective from Koha item type
    Dewey Decimal Classification     North Campus North Campus North Campus Short Loan 29/10/2015 50.60 i12861492 43 27 3Day 372.40993 SMI A470759B 13/05/2024 05/05/2024 1 50.60 31/10/2021 SL 3 Day Loan
          North Campus North Campus North Campus Main Collection 29/10/2015 50.60 i12861509 31 7 372.40993 SMI A470755B 29/03/2023 15/03/2023 1 50.60 31/10/2021 Book
          North Campus North Campus North Campus Main Collection 29/10/2015 52.74 i12890261 31 11 372.40993 SMI A471066B 09/04/2021 09/04/2021 1 52.74 31/10/2021 Book
          North Campus North Campus North Campus Main Collection 29/10/2015 52.74 i12890273 28 12 372.40993 SMI A471063B 03/05/2022 07/04/2022 1 52.74 31/10/2021 Book

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