Building the Reading Brain, PreK-3

by Pamela Nevills

• ISBN13: 9781412963268
• ISBN10: 1412963265
• Edition: 2nd
• Format: Paperback
• Copyright: 2009-01-06
• Publisher: Corwin Pr
• More Book Details

Summary

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.

Table of Contents

Acknowledgments	p. ix
About the Authors	p. xi
Introduction	p. 1
On the Nature of Reading	p. 5
The Importance of Learning to Read	p. 6
Why Learning to Read Is So Difficult	p. 7
The Basics of Reading	p. 13
Reflective Questions	p. 16
What Happens in the Brain When Children Read Words?	p. 17
Brain Basics	p. 18
Reading Problems With a Biological Basis	p. 30
Attention and Memory Systems	p. 35
Reflective Questions	p. 43
Building a Foundation for Reading: Birth to Age 3	p. 45
Reading Relies on Early Language Skills	p. 46
The Beginnings of Language	p. 49
The Language Explosion: 1 to 2 Years	p. 51
Precursors to Writing in the First 3 Years	p. 55
Reflective Questions	p. 58
Emerging Literacy During the Preschool Years	p. 59
Mirror Neurons Drive Learning	p. 61
Oral Language and Vocabulary	p. 62
Print Awareness and Alphabet	p. 67
Developing Writing Skills	p. 69
Reflective Questions	p. 72
Beginning to Read: Ages 5 and 6	p. 73
Instruction Essentials for Emerging Readers	p. 74
The Brain's Memory Systems	p. 81
Breaking Away From Static Teaching Tradition	p. 89
More Priming Skills for 5- and 6-Year-Olds	p. 91
Reflective Questions	p. 96
Breaking the Reading Code: Learning to Read Through Instruction	p. 97
Reading and Language Arts Guidelines for Kindergarten and First Grade	p. 98
Structuring the Brain for Decoding	p. 99
Word Recognition Gains Sophistication	p. 106
Teaching Encoding: Spelling and Writing	p. 108
Reading Beyond Encoding and Decoding	p. 110
Reflective Questions	p. 114
Assessing and Responding to Readers at Risk	p. 115
The Case for Early Assessment	p. 116
English Language Learners	p. 118
Assessment of Students With Regularly Developing Reading Skills	p. 121
Differences in Brain Development	p. 121
Assessment and Reading Standards	p. 125
Response to Intervention: Reading Models	p. 126
School Interventions That Work	p. 128
Reflective Questions	p. 133
Comprehension and Vocabulary: Challenges for Second Grade	p. 135
Reading and Language Arts Guidelines for Second Grade	p. 136
Instruction for Vocabulary and Comprehension	p. 137
Ways to Teach the Curious Brain	p. 138
Building the Brain for Comprehension	p. 144
Strategic Reading With Comprehension in Mind	p. 151
Reflective Questions	p. 156
Putting Reading Skills to the Task: Expectations for Third Grade and Beyond	p. 157
Reading and Language Arts Guidelines for Third Grade	p. 158
Factors Affecting Reading Fluency	p. 159
The Brain's Rate of Processing	p. 161
Developing Reading Fluency	p. 164
Final Comments	p. 171
Reflective Questions	p. 173
Conclusion	p. 175
A Child's Brain and Reading: A Dozen Key Learnings	p. 176
Glossary	p. 181
Instructional Resources	p. 189
References and Further Reading	p. 193
Index	p. 205
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