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_a372.40993 _223 |
| 100 | 1 |
_aSmith, John W. A. _q(John William Alexander) _eauthor. _9240787 |
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| 245 | 1 | 0 |
_aHow children learn to read : _binsights from the New Zealand experience / _cJohn W.A. Smith, Warwick B. Elley. |
| 264 | 1 |
_aAuckland, N.Z. : _bLongman, _c[1997] |
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| 264 | 4 | _c©1997 | |
| 300 |
_a159 pages : _billustrations ; _c25 cm |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_aunmediated _bn _2rdamedia |
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| 338 |
_avolume _bnc _2rdacarrier |
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| 500 | _a"Update and expand their ... book, Learning to read in New Zealand"--Back cover. | ||
| 504 | _aIncludes bibliographical references (pages 149-157) and index. | ||
| 505 | 0 | _aPART 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 | _aMachine converted from AACR2 source record. | ||
| 650 | 0 |
_aReading (Elementary) _zNew Zealand _9578460 |
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| 700 | 1 |
_aElley, Warwick B., _eauthor. _9237670 |
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| 700 | 1 |
_iRevision of : _aSmith, John W. A. _q(John William Alexander). _tLearning to read in New Zealand. |
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