Building the Reading Brain, PreK-3

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2004 Hard cover New. No dust jacket as issued. Sewn binding. Cloth over boards. 200 p. Contains: Illustrations. Audience: General/trade.

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Overview

This updated edition of the best-selling book covers brain theory and research to give educators a clear picture of how children acquire and develop language skills in preparation for reading.
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Editorial Reviews

Robert Sylwester
"An excellent, important book."
Yvette Jackson
Although there is an enormous amount of information, the simplicity of the language, the chronology of reading development, and the suggested practices or strategies at various stages create a comprehensive, meaningful, and relevant text.
News Briefs
"Provides a solid analysis, based on brain research, of how the brain functions as children learn new reading skills. The authors then take it a step further by illustrating concrete instructional practices that provide learning opportunities for all students."
Judy Bean
"An absolute must-read, must-understand,and must-dofor all primary teachers and principals. Nevills and Wolfe'sbook addresses the difficult issues of diagnosis and intervention with early readers before they begin to struggle.”
Deborah Tucker
"A unique resource that provides a biological foundation for effective reading strategies. It is a valuable resource for any educator."
J. Michael Pragman
"The research information is powerful for educators to interpret for practical, everyday use and can be supplemented with current reading curriculum.”
Sharon Gatti-Carson
“I devoured this book! The book makes research come alive and accessible whether you are new to literacy work or have been immersed in it for years!”
Janet J. Seahorn
“Besides providing comprehensible information on neuroscience and learning, the book gives many excellent strategies and ideas for working with a variety of readers from emergent literacy through third grade. I highly recommend this book for all educators at all age levels.”
Jill Gierach
“This is an amazing resource for all persons interested in improving their instructional practice or understanding of how the young child’s brain is wired for reading, and how tapping into strategic reading practices will promote comprehension, fluency, and reading enjoyment. The authors make the most current research in neuroscience and reading engaging and interesting. This well-constructed book is one of my favorites!”
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Product Details

  • ISBN-13: 9780761939030
  • Publisher: SAGE Publications
  • Publication date: 4/2/2004
  • Series: 1-Off Series
  • Pages: 200
  • Product dimensions: 7.00 (w) x 10.10 (h) x 0.70 (d)

Meet the Author

Pamela Nevills is first and foremost a teacher, working with learners from multiages—primary grades through post graduate students. She supervises student teachers andteaches methods classes at the University of California, Riverside.She has participated on and has been honored by local and state advisory committees.As a two-time panel member for Reading textbook selection for the state of California, she is well versed with state and national content standards.She is a national and international speaker and consultant on topics that include brain development from birth through adulthood, the brain and reading, school designs for all readers, and adult learners. Writing is a recent addition to Nevills's work.She is publishedthroughthe state of California and bythe Journal of Staff Development, and she regularly contributes to organizational newsletters.

Patricia Wolfe is an independent consultant who speaks to educators in schools across the United States and in international schools. Her professional background includes public school teaching at all levels: staff development trainier for the Upland School District, director of instruction for the Napa County Office of Education, and a lead trainer for the International Principal Training Center in Rome and London. Her staff development experience includes workshops in Madeline Hunter’s Elements of Effective Teaching and Clinical Supervision, Anthony Gregorc's Mind Styles, Carolyn Evertson’s Classroom Management and Organization, and peer coaching. She has been featured in a number of videotape productions and satellite broadcasts.

Wolfe's major interest over the past20 years has centered on the educational implications and applications of current neuroscience, cognitive science, and educational research for teaching and learning. She can be reached at Mind Matters, Inc., 555 Randolph Street, Napa, CA 94559, Phone and Fax: (707) 226-1777, Web site: www.patwolfe.com

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Table of Contents

Acknowledgments
About the authors
Introduction
Ch. 1 On the nature of reading 1
Ch. 2 What happens in the brain when children read? 14
Ch. 3 Building a foundation for reading - birth to three 37
Ch. 4 Emerging literacy during the preschool years 51
Ch. 5 Beginning to read : ages 5 and 6 66
Ch. 6 Breaking the reading code 84
Ch. 7 Assessing and responding to at risk readers 100
Ch. 8 Comprehension and vocabulary : a challenge for second grade 117
Ch. 9 Third grade : putting it all together 137
Ch. 10 Conclusion 151
Glossary 156
Instructional resources 160
References 163
Index 175
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