Leseprobe
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How to Prevent Reading Difficulties, Grades PreK-3
Mark Weakland
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Schule und Lernen / Schulbücher Allgemeinbildende Schulen
Beschreibung
The science of reading meets the art of teaching readers
Do you have the knowledge and instructional ability to effectively teach foundational skills and to support students who show signs of reading difficulties? It is a tall order — and one that challenges many new and veteran teachers. How to Prevent Reading Difficulties, Grades PreK-3 builds on decades of evidence and years of experience to help teachers understand how the brain learns to read and how to apply that understanding to Tier 1 instruction. The book includes:
- step-by-step descriptions of techniques for effectively teaching phonological awareness, spelling, phonics, vocabulary, and comprehension
- specific Tier 1 activities, routines, and frameworks that build and strengthen word recognition and language comprehension
- links to video demonstrations and online resources
- clear, practical explanations of the science of reading, including the Eternal Triangle and the Simple View of Reading, to help teachers understand the fundamentals of the reading process, recognize how difficulties arise – and understand how to address them
A book study guide is available on the Free Resources tab to provides group guidance on how to effectively teach foundational skills and to support students who show signs of reading difficulties.
Author Mark Weakland brings new energy to teaching high-priority foundational skills. By blending the science of reading with the best instructional practices that lead to authentic reading—the ultimate goal of balanced literacy—teachers can prevent many reading difficulties in K-3 learners.
Kundenbewertungen
phonics, science of reading, below grade level readers, Tier I reading instruction, fluency, independent reading, dyslexia, struggling readers, elementary reading, Literacy, Tier I strategies, reading difficulties, phonological awareness, reading comprehension, reading routines, early reading, phonemic awareness, learning loss