MARC Record from marc_nuls

LEADER: 03264cam 2200313 a 4500
001 9921925280001661
005 20150423141518.0
008 000706s2001 caua b 001 0 eng
010 $a 00010335
020 $a0761975292 (cloth : acid-free paper)
020 $a0761975306 (pbk. : acid-free paper)
035 $a(CSdNU)u95576-01national_inst
035 $a(Sirsi) l00010335
035 $a(Sirsi) l00010335
035 $a(Sirsi) 01-AAL-5523
035 $a 00010335
040 $aDLC$cDLC$dDLC$dOrPss
050 00 $aLB 1050$bH64 2001
100 1 $aHonig, Bill.
245 10 $aTeaching our children to read :$bthe components of an effective, comprehensive reading program /$cBill Honig.
250 $a2nd ed.
260 $aThousand Oaks, Calif. :$bCorwin Press,$cc2001.
300 $axi, 162 p. :$bill. ;$c24 cm.
504 $aIncludes bibliographical references (p. 142-156) and index.
505 0 $aThe Case for a Balanced Approach -- The Great Debate -- Successful Early Reading Programs in Practice -- Essential Components of an Effective Literacy Program -- Comprehensive and Balanced: Not the Same as Eclectic -- What Skilled Readers Do -- The Importance of Seeing Letter Combinations in Words -- The Importance of Connecting Letter Combinations With Discrete Sounds and Meaning -- Skills Needed to Become a Proficient Reader -- Beginning-to-Read Instruction for Preschool and Kindergarten -- Listening and Responding to Stories at School and at Home -- Naming and Recognizing Letters -- The Importance of Phonemic Awareness -- Print Concepts -- Mastering a Few Sight Words -- Syntactic Awareness -- Beginning-to-Read Instruction for Early First Grade -- Decoding and Comprehension -- Recognizing Single Words -- Learning to Decode -- Reading and Comprehension -- Practice Makes Perfect: The Sequence of Becoming an Automatic Reader -- Reading Instruction for Early First Grade -- Individual Diagnosis and Benchmarks: Keys to Effective Instruction -- Combining Reading With Discussions and Feedback -- Specially Designed Books and Materials -- Correctness Versus 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: Match Books to Students' Levels -- Second Principle: Frequently Evaluate Students' Reading -- Continued Phonics, Spelling, and Decoding Support -- Multisyllabic Word Instruction -- Spelling, Beginning Writing, and Vocabulary -- Spelling -- Stages of Spelling Development -- Teaching Spelling -- Beginning Writing -- Vocabulary -- Comprehension and Assessment -- Independent, Wide Reading -- Strategic Reading -- Book Discussions -- Assessment -- Writing and Speaking -- Written and Oral Applications -- Writing -- Frequently Asked Questions -- The Role of Skills in a Comprehensive Elementary Reading Program--24 Major Points.
650 0 $aReading.
650 0 $aReading (Elementary)
948 $a06/05/2001$b08/02/2001
999 $aLB 1050 H64 2001$wLC$c1$i31786101267646$d10/20/2009$e1/5/2009 $f9/7/2004$g1$lCIRCSTACKS$mNULS$n9$q1$rY$sY$tBOOK$u8/2/2001