| Título : | A language-thinking approach to reading : Diagnosis and teaching | | Tipo de documento: | texto impreso | | Autores: | Ringler, Lenore H., Autor ; Weber, Carol K., Autor | | Editorial: | New York [Estados unidos de america] : Harcourt Brace Jovanovich | | Fecha de publicación: | c1984 | | Número de páginas: | 442 p. | | Il.: | il. | | ISBN/ISSN/DL: | 978-0-15-550060-0 | | Idioma : | Inglés (eng) | | Clasificación: | Comunicacion:Bilingüismo
Comunicacion:Oralidad
Discapacidad
Educación
Educación:Desarrollo cognitivo
Educación:Escritura
Educación:Lectura
| | Nota de contenido: | Contents
Preface
A framework for teaching
1. An introduction
1.1. Case studies
1.2. Contributors to reading problems
1.3. Educational factors
1.4. Emotional factors
1.5. Teaching all children
2. The developing learner and the reading process
2.1. Learner development
2.2. Reading theory
2.3. Reading as language interaction
3. Concept and language development
3.1. Language an thought
3.2. Language and development
3.3. Implications for the classroom
4. The teaching-learning environment
4.1. Teacher-directed experiences
4.2. Three stages of teaching
4.3. Independent learner experiences
4.4. Integrating teacher-directed and independent learner experiences
4.5. Overview of assessment
5. Language experience as a base for reading
5.1. Rationale for language experience approach (LEA)
5.2. Framework for diagnosis and teaching
5.3. Using LEA for diagnosis
5.4. Language/reading experiences
5.5. Thematic approach to language experience
6. Language as a base for word identification
6.1. Components of word identification
6.2. Teaching word identification strategies
6.3. Specific strategy plans
7. Informal assessment using stories
7.1. Overview of assessment
7.2. Preparing for assessment
7.3. Informal observation
7.4. Structured assessment
8. Selecting and analyzing stories
8.1. Types of narrative text
8.2. Story selection and evaluation
8.3. Analysis of stories
8.4. Applying text analysis: “Too much talk”
8.5. Summary
9. Teaching and learning using stories
9.1. Teaching stories
9.2. Illustrative teaching/learning plans
9.3. Matching assessment to learning
10. Specific strategy teaching
10.1. Story characteristics and related strategies
10.2. Guide for planning
10.3. Illustrative strategy plans
10.4. Summary
11. Examining expository text
11.1. Types of expository text
11.2. Textbook selection and evaluation
11.3. Need for teacher analysis of text
11.4. Analysis of text
11.5. Other approaches to text analysis
12. Teaching expository text
12.1. Prereading activities
12.2. Monitoring reader-text interaction
12.3. Postreading activities
13. Teaching/learning plans
13.1. Plan One: What’s it worth to you?
13.2. Plan two: Harriet Tubman – Black Moses
13.3. Plan Three: The earth’s future
14. Knowing the exceptional learning
14.1. The learning disabled
14.2. The gifted learner
15. Bilingual and bidialectal learners
15.1. The bilingual learner
15.2. The bidialectal learner
16. Reading and writing
16.1. Writing as communication
16.2. The writing process
16.3. Evaluating writing
17. Parents and reading
17.1. Parents and schools
17.2. Community based parent programs
A final word
Appendix: sources of information
Selected readings
References
References of children’s materials
Author index
Subject index
|
A language-thinking approach to reading : Diagnosis and teaching [texto impreso] / Ringler, Lenore H., Autor ; Weber, Carol K., Autor . - New York (Estados unidos de america) : Harcourt Brace Jovanovich, c1984 . - 442 p. : il. ISBN : 978-0-15-550060-0 Idioma : Inglés ( eng) | Clasificación: | Comunicacion:Bilingüismo
Comunicacion:Oralidad
Discapacidad
Educación
Educación:Desarrollo cognitivo
Educación:Escritura
Educación:Lectura
| | Nota de contenido: | Contents
Preface
A framework for teaching
1. An introduction
1.1. Case studies
1.2. Contributors to reading problems
1.3. Educational factors
1.4. Emotional factors
1.5. Teaching all children
2. The developing learner and the reading process
2.1. Learner development
2.2. Reading theory
2.3. Reading as language interaction
3. Concept and language development
3.1. Language an thought
3.2. Language and development
3.3. Implications for the classroom
4. The teaching-learning environment
4.1. Teacher-directed experiences
4.2. Three stages of teaching
4.3. Independent learner experiences
4.4. Integrating teacher-directed and independent learner experiences
4.5. Overview of assessment
5. Language experience as a base for reading
5.1. Rationale for language experience approach (LEA)
5.2. Framework for diagnosis and teaching
5.3. Using LEA for diagnosis
5.4. Language/reading experiences
5.5. Thematic approach to language experience
6. Language as a base for word identification
6.1. Components of word identification
6.2. Teaching word identification strategies
6.3. Specific strategy plans
7. Informal assessment using stories
7.1. Overview of assessment
7.2. Preparing for assessment
7.3. Informal observation
7.4. Structured assessment
8. Selecting and analyzing stories
8.1. Types of narrative text
8.2. Story selection and evaluation
8.3. Analysis of stories
8.4. Applying text analysis: “Too much talk”
8.5. Summary
9. Teaching and learning using stories
9.1. Teaching stories
9.2. Illustrative teaching/learning plans
9.3. Matching assessment to learning
10. Specific strategy teaching
10.1. Story characteristics and related strategies
10.2. Guide for planning
10.3. Illustrative strategy plans
10.4. Summary
11. Examining expository text
11.1. Types of expository text
11.2. Textbook selection and evaluation
11.3. Need for teacher analysis of text
11.4. Analysis of text
11.5. Other approaches to text analysis
12. Teaching expository text
12.1. Prereading activities
12.2. Monitoring reader-text interaction
12.3. Postreading activities
13. Teaching/learning plans
13.1. Plan One: What’s it worth to you?
13.2. Plan two: Harriet Tubman – Black Moses
13.3. Plan Three: The earth’s future
14. Knowing the exceptional learning
14.1. The learning disabled
14.2. The gifted learner
15. Bilingual and bidialectal learners
15.1. The bilingual learner
15.2. The bidialectal learner
16. Reading and writing
16.1. Writing as communication
16.2. The writing process
16.3. Evaluating writing
17. Parents and reading
17.1. Parents and schools
17.2. Community based parent programs
A final word
Appendix: sources of information
Selected readings
References
References of children’s materials
Author index
Subject index
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