Author: Arthur Melville Jordan
Category: Books and reading
CHAPTER III INVESTIGATIONS IN LIBRARIES OF CHILDREN ' S INTERESTS IN
READING Up to this chapter , the study of children ' s interests has assumed the
forms of ( 1 ) a review of investigations undertaken by others , and ( 2 ) a study ...
Author: Arthur Melville Jordan
Category: Books and reading
CHILDREN'S INTERESTS 1. PERCEPTION DES ENFANTS.- Alfred Binet .
Revue Philosophique . December , 1890. Reviewed in Pedagogical Seminary . A
STUDY OF CHILDREN'S INTERESTS . - Earl Barnes . Studies in Education .
Author: Isabel Lawrence
Category: Best books
Teachers and researchers have put forth many theories to explain the differences
they observe between the interests of boys and girls as readers. Some patterns
may arise in response to the reading preferences children see modeled in their ...
Author: Gail Lynn Goldberg
Like an increasing number of educators, you recognize that girls and boys approach reading and writing differently, and that boys are lagging behind girls in many assessments of literacy learning. This book does more than describe and explain these differences. It builds on the authors' state of the art research to offer instructional strategies and classroom activities to help both girls and boys develop as readers and writers. This book is for classroom teachers in grades 3 - 8 as well as for reading specialists, instructional leaders and other educators. It provides detailed descriptions of instructional activities, accompanied by reproducible tools and materials; illustrative examples of student work; concise summaries of state-of-the-art research; and ideas for action research projects. The strategies and activities in this book have all been classroom tested with diverse student populations.
PREVENTING READING DIFFICULTIES BEFORE KINDERGARTEN 139
Parental Behaviors Box 5-1 is an example of how some parents interact with their
children during literacy activities. Asking and responding to questions is a
Author: National Research Council
Publisher: National Academies Press
While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed. The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed. Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.
What are the long-term consequences of children's early interest in books?
Scarborough and Dobrich (1994) suggested that an early interest in reading
should lead to greater experience with books, which in turn should contribute to
Author: Allan Wigfield
Based on research from the National Reading Research Center (NRRC) at the Universities of Georgia and Maryland, this issue presents the contributors' sythesized work on reading motivation and engagement. Articles are devoted to the following topics: * the general motivation constructs related to reading; * home influences on reading motivation; * readers' responses to different types of text; * influences of classroom contexts; and * types of assessment on children's motivation.
In turn, the children cannot take advantage of fundamental affordances of the app
, but they can still participate in shared reading activities. Underlying the design
of dialog is the aim to promote children's participation in extended discourse.
Author: Ji Eun Kim
This edited book focuses on affordances and limitations of e-books for early language and literacy, features and design of e-books for early language and literacy, print versus e-books in early language and literacy development, and uses of and guidelines for how to use e-books in school and home literacy practices. Uniquely, this book includes critical reviews of diverse aspects of e-books (e.g., features) and e-book uses (e.g., independent reading) for early literacy as well as multiple examinations of e-books in home and school contexts using a variety of research methods and/or theoretical frames. The studies of children’s engagement with diverse types of e-books in different social contexts provide readers with a contemporary and comprehensive understanding of this topic. Research has demonstrated that ever-increasing numbers of children use digital devices as part of their daily routine. Yet, despite children’s frequent use of e-books from an early age, there is a limited understanding regarding how those e-books are actually being used at home and school. As more e-books become available, it is important to examine the educational benefits and limitations of different types of e-books for children. So far, studies on the topic have presented inconsistent findings regarding potential benefits and limitations of e-books for early literacy activities (e.g., independent reading, shared reading). The studies in this book aim to fill such gaps in the literature.
narrative comperencies, relaxed informal teaching of basic reading and writing
skills — in limited doses and without ... and other contexts — is the best way to
prime young children for becoming interested, accomplished readers and writers.
Author: Laura E. Berk
Publisher: Oxford University Press, USA
Based on the most recent contemporary research, this is a wide-ranging and practical guide to parenthood and early childhood education. 7 halftones.
When read to by experienced readers, children hear how the language is
constructed and key into the tunes of the language on ... aspect of the language,
using nonfiction texts is also an important way to engage children's interest in
Author: Gianna Knowles
The importance and understanding of inclusiveness in education has become an integral part of the education system. With emphasis on the well-being of families and children alike, the concept of an inclusive learning environment continues to focus on the interests of the child as a whole, not their condition, and this approach is at the forefront of supporting their emotional and educational well-being. Now fully updated, this new edition of Supporting Inclusive Practice encourages the ongoing practice of inclusion with discussions, guidance and advice on how to build an inclusive environment. This book encourages debate, reflection and discussion when relating to the teaching of: children with English as an additional language gifted and talented children children with autism and physical and sensory disabilities children who have suffered loss, grief and bereavement children in Care or being ‘looked after’. Helping you to promote children’s independence and emotional resilience, and with advice on working with families and professional agencies, this book is integral to all those at university training to work in the education sector, as well as teachers and teaching assistants who are truly looking to achieve inclusive practice in their classroom.
Literacy Motivation: The Reader and the Text A number of studies have focused
on how children's interest in the text they are reading influences their
comprehension of that text. In early work on this topic, Asher, Hymel, and Wigfield
Author: Linda Baker
Publisher: Psychology Press
This book comprises a synthesis of current directions in reading research, theory, and practice unified by what has been referred to as the engagement perspective of reading. This perspective guides the research agenda of the National Reading Research Center (NRRC), a consortium of the University of Georgia, University of Maryland, and affiliated scholars. A major goal of the book is to introduce reading researchers to the engagement perspective as defined by the NRRC and to illustrate its potential to integrate the cognitive, social, and motivational dimensions of reading and reading instruction. Engaged readers are viewed as motivated, strategic, knowledgeable, and socially interactive. They read widely for a variety of purposes and capitalize on situations having potential to extend literacy. The book is organized into four sections representing key components of the NRRC research agenda and the engagement perspective. This perspective emphasizes contexts that influence engaged reading. Accordingly, the first section of the volume focuses on the social and cultural contexts of literacy development, with chapters devoted to examining home influences, home-school connections, and the special challenges facing ethnic minorities. The engagement perspective also implies greater attention to the role of motivational and affective dimensions in reading development than traditional views of reading. Therefore, the second section examines motivational theory and its implications for reading engagement, with special attention to characteristics of classroom contexts that promote motivation in reading. The engagement perspective embraces innovative instructional contexts that address the cognitive, social, and motivational aspects of reading. Thus, the third section includes chapters on current directions in promoting children's learning from text, on the value of an integrated curriculum in promoting reading engagement, and on the challenges of assessing students' development as engaged readers. Finally, the broader conception of reading implied by the engagement perspective requires an expanded array of research approaches, sensitive to the complex and interacting contexts in which children develop literacy. The concluding section focuses on these important contemporary issues in literacy research and educational research, with chapters examining the variety of alternative modes of inquiry gaining prominence in literacy research, teacher inquiry, and ethical issues of collaboration between university and teacher researchers. Intended for university-based researchers, graduate students, and classroom teachers, this volume brings together researchers who think about students and their literacy development in school and home communities in distinctly different ways. The cooperative and collaborative inquiry presented contributes to a richer understanding of the many factors influencing engaged reading.
Children's strategies and abilities for making sense of print are the primary focus
of the scale; broader dimensions of literacy, such as interest in reading or general
language proficiency are not considered. A caveat to the scale clearly states: ...
Author: Colin Harrison
This book, along with its companion volume Assessing Reading 2: Changing Practice in Classrooms, was originally conceived as the major outcome from an international seminar on reading assessment held in England. It focuses particularly on theoretical and methodological issues, though with a clear series of links to practices in assessment, especially state and national approaches to classroom-based assessment in the USA, the UK and in Australia, at both primary and secondary levels. Chapters offer new perspectives on the theories that underlie the development and interpretation of reading assessments, national assessments and classroom-based assessment, challenging readers to think in different ways.
Developing the Reading Interests of Children . ” The Elementary English Review
, 20 : 279-286 , November , 1943 . Presents various procedures for promoting
children's interests in reading . Specific cases and approaches are cited .
Author: New York (N.Y.). Board of Education. Division of Reference, Research, and Statistics
Binney , MIrs Herman H. Reading for children . ( see National congress for
mothers . Report of the proceedings . 1899. p.280-93 ) 649 P7 e Interesting and
suggestive . * Cone , Mrs Kate ( Morris ) . Children and literature . ( see Education
Author: Mary Floyd Williams
Category: Child development
In offering children a richer and more rewarding experience of reading, children's
literature may be more likely to encourage children's interest and progress. Many
schools therefore find it useful to incorporate both reading schemes and ...
Author: Cathy Burnett
Publisher: A&C Black
This title highlights aspects of progression and continuity in the teaching of English across the Foundation and Primary years and encourages readers to develop an understanding of key principles and the confidence to apply these appropriately to their classroom practice.
The sentence method In this method children are introduced to whole sentences,
rather than words, in the beginning stages of learning to read. Reading material
is based on children's interests and spoken vocabulary. For instance, children ...
Author: Penny Mukherji
Publisher: Nelson Thornes
An understanding of the way in which children's language and literacy develop is essential when working in an early years setting. This concise and accessible text outlines all the key issues in the area and explains the nature of language, the theories and sequence of language development and the development of reading, writing, listening and speaking skills. The book also includes chapters on bilingualism, communication problems and working with the child who is deaf. Written by authors with many years' teaching in the field, this book will be valuable to all students of early years, health and social care, psychology, nursing and speech therapy courses and practitioners in these fields.
Since the 1960's , however , studies of children's interests have become more
specialized ; today investigators in this area tend more and more to concentrate
on specific interests such as reading interests , television interests , story or
Author: Ebele Josephine Nwokolo Maduewesi
Words that are part of a core vocabulary from a reading scheme can be taught to
children at school and practised at home. Sharing in the whole class reading
activities and schemes, with reinforcement throughout the school day of the ...
Author: Gillian Bird
Publisher: DSE Enterprises
Category: Children with mental disabilities
Soon after, my family and friends began telling me how interesting my letters
were. I was keeping them up on our progress in reading and writing. Another
parent reported that her interest in her children's reading and writing
Author: Mary A. Colbert & William P. Colbert
Publisher: Xlibris Corporation
Category: Family & Relationships
Helping Your Children with Reading and Writing at Home By Mary Ann Colbert & Dr. William P. Colbert There really is no place like home when it comes to developing competent readers and writers. And with the aid of our new world changing guide the process and the goal of developing lifelong readers and writers will be greatly facilitated. Many years ago we set about finding out what type of reading and writing help parents and other adults were giving children and how it was working, We asked everyone and anyone who would talk with us and we came up with some rather startling information to share in our guide. Now talking with parents, grandparents. adults and children about the reading and writing activities they have experienced at home is second nature to us. Through the years, we have discovered that a great many things arc happening in American homes relative to helping children in these areas and even greater things are possible. The purpose of our book (We like to call it a guide.) is to awaken parents. grandparents and other adults, who work with children, to the great possibilities that are open to them that will revolutionize learning now and for future generations. The ideas, suggestions and strategies in our guide step off from the interests of the learners (which are the best indicators of what the children are ready and able to learn next) as opposed to curriculums and textbooks which often have an iron grip on what is available for young students to learn. We show our readers how to take advantage of the great knowledge they have about their children and how to use it to guide their children’s learning., and, more especially. to identify what is the next appropriate step for their children to take in their learning. All this is done in the home setting with family members participating and sharing the fruits of their learning labors. Besides giant leaps in learning, families can expect outstanding growth in family interpersonal relationships. The family is actually drawn closer together by sharing their diverse interests.. At the onset of the guide adults are asked to compare their thinking on reading and writing learning with some of the experts in the field via a true-false checklist. This technique totally involves parents with the book from the start. and parents are often surprised to see how their thinking coincides with experts in the field. The next section contains three case studies that illustrate, in detail, exactly what some very effective adults did to further the reading and writing skills of the children with whom they worked. The third sections contain some precise strategies that parents and other adults can begin using today with their children. The next sections identifies what children see as effective reading and writing strategies that are used by parents and their teachers. Section five is a summary of some ideas of some great teachers of reading and writing. The ideas here are undergirded by some sound learning principles which every adult, who works with children, will want to know about. The final section ends much like the guide begins with a checklist of some true - false items that will help guide parents and other adults to increasing success in helping their children with reading and writing at home.
A Routledge/Special Children Survival Guide for the Classroom Teacher
Geoffrey Moss ... Use children's interests to harness reading and writing to
activities that have personal relevance, like reading about a favourite local
football team, ...
Author: Geoffrey Moss
Publisher: Psychology Press
Published in association with Special Children magazine, this practical and highly flexible resource pack is designed to offer help for all those mainstream teachers who may have children with various sorts of special educational needs in their classes. The pack is based on Special Children's `Back to Basics' series, but each section has been revised and extended to include photocopiable worksheets, checklists and practical advice for teachers in mainstream settings. Each section looks in detail at one of the key topics related to learning and behaviour problems. Each is based on a straightforward, four-stage `problem to solution' approach through which teachers can build a plan of action for looking at possible solutions to children's needs: 1. Clarifying the problem: who has the problem, and what sort of problem is it? 2. Collecting evidence: how serious is it, and what are the causes and effects? 3. Planning: what can be done, who will do it, when and how? 4. Action: converting the plan to action, monitoring and review In each chapter the discussion of planning strategies is supported by a case study example of its use in practice, together with materials for teachers to use and adapt in their own classroom contexts. Sections include: * literacy skills * maths skills * science * thinking and learning skills * dyslexia * handwriting * speech and language difficulties Published in a loose-leaf format, this pack provides invaluable source material for all classroom teachers, and will also be of help to special needs co-ordinators planning INSET work and whole-school approaches under the Code of Practice.
Celestine , Sister M. " A Survey of the Literature on the Reading Interests of
Children of the Elmentary Graes , " Catholic University of America Educational
Research Bulletin , V , No. 2 and 3. Washington , D.C . , : Catholic Educational
Author: Paul Witty
Category: Child development