Promotes the teaching of reading in a child-centred, language rich environment in order to produce children who are truly literate - who can and do read. This text presents current theories and techniques for creating a primary classroom reading programme.

Helping Children Learn to Read

Education & Teaching

Searfoss, Lyndon W.&

Schools & Teaching

PRENTICE/HALL

Helping children learn to read

Literature & Fiction

Poetry

Reading Diagnosis and Instruction: A C-A-L-M Approach

Glazer, Susan Mandel

Pearson College Div

Readence, John E.

Allyn&Bacon

Helping Children Learn to Read/Encouraging Literacy Ideas and Activities for Creative Instruction: From Teaching K-8

<p>  This K-8 methods book shows how to implement a balanced classroom literacy program that is child-centered and print rich with reading at the core.  Helping Children Learn to Read presents, in a clear, readable style, the current theories and techniques for creating a literacy program in elementary grades. There is strong coverage of the role of the basal reader and how to modify its use; the whole language perspective and an integrated language arts curriculum; a teaching-strategies orientation to decoding, vocabulary, comprehension, studying, and writing; plus extensive discussion of emergent literacy, multicultural literature, metacognition, and holistic assessment.  For anyone interested in elementary reading methods. </p>

Helping Children Learn to Read: Creating a Classroom Literacy Environment (4th Edition)

Mallette, Marla H.

Pearson

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Turtles Like to Sleep in

Children's Books

Alvermann, Donna

Schmidt, Barbara A.

Bridge, Connie A.

Houghton Mifflin College Div.

Activity Book: Cats Sleep Anywhere

Paris, Scott G.

Winograd, Peter

Education & Reference

D.C. Heath & Co.

REEXAMINING READING DIAGNOSIS NEW TRENDS AND PROCEDURES This book is a revelation to one who has been active in the field of diagnosis and remediation of reading disabilities for more than thirty years. The contributors suggest dozens of informal steps of observation techniques, schemes for charting and outlining, sampling recall or retelling, and other ways of analyzing children's reading. Each analytic effort is matched with appropriate remedial instruction steps. Even the familiar clinical or psychometric approach is represented. No educational level is omitted in the continuum of informal diagnostic efforts. These approaches to understanding children's reading behaviors are in effect naturalistic assessments in multiple settings. They are a sharp contrast to the common practice of using commercial tests. Teachers function as observers, recorders, providers of outlines or charts, and frequently as interactants while students demonstrate their knowledge of text structure, pursue a think aloud protocol, or complete a structural or graphic organizer. In their description of these techniques and the relevant instructional practices, the contributors to Reexamining Reading Diagnosis: New Trends and Procedures have provided a model that both teachers and teacher training institutions should incorporate in their efforts.

Reexamining Reading Diagnosis: New Trends and Procedures

Reference

Gentile, Lance M.

Words, Language & Grammar

Intl Literacy Assn

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Books by Searfoss, Lyndon W.&