Discover how children’s brains change as they develop early reading skills!
Moving through skills acquisition from birth to age eight, this updated edition of the best-selling book gives educators a clear picture of how children acquire and develop language skills in preparation for reading. This updated edition features developmentally appropriate practices for fostering critical literacy skills in each age group and expanded information on English learners and Response to Intervention. The authors provide:
- Brain-friendly strategies that build phonemic awareness, phonics, vocabulary, comprehension, and fluency skills
- Instructional applications for games, music, and play
- Interventions for children with early reading difficulties
|Edition description:||Second Edition|
|Product dimensions:||7.00(w) x 10.10(h) x 0.80(d)|
About the Author
Pamela Nevills is first and foremost a teacher, working with learners from multiagesprimary grades through post graduate students. She supervises student teachers and teaches 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 published through the state of California and by the 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 past 20 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
Table of Contents
AcknowledgmentsAbout the AuthorsIntroduction1. On the Nature of Reading The Importance of Learning to Read Why Learning to Read Is So Difficult The Basics of Reading Reflective Questions2. What Happens in the Brain When Children Read Words? Brain Basics Reading Problems With a Biological Basis Attention and Memory Systems Reflective Questions3. Building a Foundation for Reading: Birth to Age 3 Reading Relies on Early Language Skills The Beginnings of Language The Language Explosion: 1 to 2 Years Precursors to Writing in the First 3 Years Reflective Questions4. Emerging Literacy During the Preschool Years Mirror Neurons Drive Learning Oral Language and Vocabulary Print Awareness and Alphabet Developing Writing Skills Reflective Questions5. Beginning to Read: Ages 5 and 6 Instruction Essentials for Emerging Readers The Brain's Memory Systems Breaking Away From Static Teaching Tradition Priming Skills for 5- and 6-Year-Olds Reflective Questions6. Breaking the Reading Code: Learning to Read Through Instruction Reading and Language Arts Guidelines for Kindergarten and First Grade Structuring the Brain for Decoding Word Recognition Gains Sophistication Teaching Encoding: Spelling and Writing Reading Beyond Encoding and Decoding Reflective Questions7. Assessing and Responding to Readers at Risk The Case for Early Assessment English Language Learners Assessments of Students With Regularly Developing Reading Skills Differences in Brain Development Assessment and Reading Standards Response to Intervention: Reading Models School Interventions That Work Reflective Questions8. Comprehension and Vocabulary: Challenges for Second Grade Reading and Language Arts Guidelines for Second Grade Instruction for Vocabulary and Comprehension Ways to Teach the Curious Brain Building the Brain for Comprehension Strategic Reading With Comprehension in Mind Reflective Questions9. Putting Reading Skills to the Task: Expectations for Third Grade and Beyond Reading and Language Arts Guidelines for Third Grade Factors Affecting Reading Fluency The Brain's Rate of Processing Developing Reading Fluency Final Comments Reflective Questions10. Conclusion A Child's Brain and Reading: A Dozen Key LearningsGlossaryInstructional ResourcesReferences and Further ReadingIndex