MARC record from Internet Archive

LEADER: 05103cam 2200637 a 4500
001 ocm33245184
003 OCoLC
005 20210112215633.0
008 950926s1996 cau b 001 0 eng
010 $a 95041752
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050 00 $aLB1050$b.H64 1996
082 00 $a372.4/14$220
084 $a5,3$2ssgn
084 $aD 5400$2dopaed
100 1 $aHonig, Bill.
245 10 $aTeaching our children to read :$bthe role of skills in a comprehensive reading program /$cBill Honig.
260 $aThousand Oaks, Calif. :$bCorwin Press,$c©1996.
300 $aviii, 151 pages ;$c24 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references (pages 139-146) and index.
505 0 $aThe case for a balanced approach : The great debate ; Contributions for the whole-language movement ; Whole language myths ; Successfully early reading programs in practice ; Essential components of effective literacy strategy ; Comprehensive and balanced: not the same as eclectic -- What skilled readers do : The importance of seeing letter combination in words ; The mental mechanisms of reading proficiency ; Skills needed to become a proficient reader -- Beginning-to-read instruction for preschool and kindergarten : Listening to stories, discuss them, and oral expression- at school and at home ; Naming and recognizing letters ; The importance of phonemic awareness ; Print awareness ; Mastering a few sight words ; Syntactic awareness -- Beginning-to-read instruction for early first grade : The learning-to-read sequence ; Recognizing single words ; Learning to decode ; Reading and comprehension ; Practice makes perfect: the sequence of becoming an automatic reader ; Early first-grade reading components and instruction ; Individual diagnosis and benchmarks: keys to effective instruction ; Practicing skills while reading for meaning with teacher, adult, or student partner ; Specifically designed books and materials ; Correctness verses coverage ; The importance of timely, early intervention ; Individual and group tutoring ; Successful reading programs in the classroom ; Grouping strategies ; Determining structure -- Reading instruction for middle first grade to upper elementary grades : A book-and story-driven strategy to teach skills ; First principle: Matching books to students' levels ; Second principle: Frequent evaluation of students' reading ; Continued letter/sound, spelling, and decoding support ; Syllables and word roots ; Skills development -- Spelling, beginning, writing, and vocabulary : Spelling ; Teaching spelling ; Beginning writing ; Vocabulary -- Comprehension and assessment : The read-a-lot strategy ; Strategic reading ; Discussion of books ; Assessment -- Writing and speaking : Written and oral applications ; Writing ; Speaking and listening skills -- Frequently asked questions -- Conclusions and lessons learned.
520 $aTeaching reading isn't an "either/or" situation of phonics versus whole language. Rather, it's both, with the essential added ingredient of skills training. Well-documented evidence supports this balanced approach, and now this new book offers the guidelines you need to make sure all kids become automatic readers. Prominent educator Bill Honig explains why just giving students high-quality reading matter and encouraging a love for reading isn't enough: Students need a comprehensive, organized skills development program if they are to read well enough to understand the world around them.
650 0 $aReading.
650 0 $aReading (Elementary)
650 6 $aLecture.
650 6 $aLecture (Enseignement primaire)
650 7 $aReading.$2fast$0(OCoLC)fst01090626
650 7 $aReading (Elementary)$2fast$0(OCoLC)fst01090705
650 7 $aLesenlernen$2gnd
650 7 $aLeseunterricht$2gnd
653 0 $aChildren$aReading
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