Preventing Reading Difficulties in Young Children

Preventing Reading Difficulties in Young Children

Author: National Research Council

Publisher: National Academies Press

ISBN: 9780309064187

Category: Education

Page: 448

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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.
Preventing Reading Difficulties in Young Children
Language: en
Pages: 448
Authors: National Research Council, Division of Behavioral and Social Sciences and Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on the Prevention of Reading Difficulties in Young Children
Categories: Education
Type: BOOK - Published: 1998-07-22 - 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
Children's Difficulties In Reading, Spelling and Writing
Language: en
Pages: 329
Authors: Peter Pumfrey, Colin Elliott
Categories: Education
Type: BOOK - Published: 2013-10-15 - Publisher: Routledge

First Published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.
Parental Involvement in Children's Reading
Language: en
Pages: 342
Authors: Keith Topping, Sheila Wolfendale
Categories: Education
Type: BOOK - Published: 2017-11-28 - Publisher: Routledge

Parental involvement in children's education is a subject of growing interest and recent legislation in both the UK and USA has given formal recognition of parents’ rights. Learning to read is an obvious area where parents can do a great deal to help, and some schools have had programmes for
Children's Reading and Spelling
Language: en
Pages: 296
Authors: Terezinha Nunes, Peter Bryant
Categories: Education
Type: BOOK - Published: 2009-02-09 - Publisher: John Wiley & Sons

The authors provide an account of how a child's reading and spelling develop which goes beyond the early years. They describe a new theory about the learning that goes on in the later stages of reading and spelling, and they make the educational implications of this theory clear.
Report of the National Reading Panel : Teaching Children to Read : an Evidence-based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction : Reports of the Subgroups
Language: en
Pages:
Authors: National Reading Panel (U.S.)
Categories: Government publications
Type: BOOK - Published: 2000 - Publisher:

"In 1997, Congress asked the Director of the National Institute of Child Health and Human Development (NICHD), in consultation with the Secretary of Education, to convene a national panel to assess the status of research-based knowledge, including the effectiveness of various approaches to teaching children to read. The panel was