Teaching And Developing Reading Skills Google Ebook

This book is for anyone who wants to provide their learners with rich and rewarding reading experiences. Drawing on current reading theory, the book promotes the teaching of reading in a theoretically sound way, moving beyond a comprehension-testing approach to reading. The practical part of the book provides a collection of accessible, generic activities so that teachers can support and develop learners' reading skills and strategies. Its scope is wide-ranging, from promoting reading and developing fluency, to exploiting digital sources, using learner-generated texts and assessing reading. Further activities support teachers develop excellence in the teaching of reading through guided reflection and action research.

This book is for anyone who wants to provide their learners with rich and rewarding reading experiences. Drawing on current reading theory, the book promotes the teaching of reading in a theoretically sound way, moving beyond a comprehension-testing approach to reading. The practical part of the book provides a collection of accessible, generic activities so that teachers can support and develop learners' reading skills and strategies. Its scope is wide-ranging, from promoting reading and developing fluency, to exploiting digital sources, using learner-generated texts and assessing reading. Further activities support teachers develop excellence in the teaching of reading through guided reflection and action research.

A handbook for language teachers who would like to develop their own reading materials or enrich a reading course.

Developing Reading Comprehension “In recent years the debate about teaching young children to read has tended to focus upon equipping them with the crucially important knowledge and skills they need to read words accurately in and out of context, that is to say, teaching them how the alphabet works for reading and spelling. While such knowledge and skills are essential, more is required for children to become literate, fluent readers who understand what they read. In short, the goal of reading is comprehension. This book scrupulously examines the obstacles to reading comprehension and exempli Fies what can be done to help children overcome them. It is an important and timely contribution to securing high-quality teaching of the range of attributes children need to become fully-fledged readers.” Sir Jim Rose, CBE “The studies by Professors Charles Hulme and Maggie Snowling and their team over two decades based around the Reading Intervention Programme are the most sustained, comprehensive and rigorous research series on reading yet conducted in the UK. Their increasing focus on children who experience the most dif Ficulty in reading is exactly where attention should be directed. This volume summarises the team’s achievements to date, and is most eagerly awaited.” Greg Brooks, Emeritus Professor of Education, University of Sheffield,Member of European High Level Group of Experts on Literacy “Developing Reading Comprehension presents a landmark study from the top research team in the UK on how to improve reading comprehension. It’s an exemplary masters-level textbook written with undergraduate-level lucidity and approachability.” Colin Harrison, Emeritus Professor of Literacy Studies in Education, University of Nottingham A signi&ficant minority of children aged 7–11, despite being able to read fluently and accurately, have difficulty extracting meaning from text. This detailed guide offers three evidence-based intervention programmes, drawn from the cutting edge of educational psychology, for improving the reading skills of children in this group. It includes a de Finitive introduction to the characteristics of the ‘poor comprehender pro File’, and explains how to monitor and assess students’ experiences and learning outcomes. With invaluable strategies for teachers, psychologists and special educational needs coordinators, the book will help professionals to support learners in their efforts to explore the full richness of language and to read with real understanding.

Ten popular fairy tales retold and vary in reading difficulty from grade 1 to 3. Four reproducible pages of activities from reading comprehension, phonics, vocabulary development, and creative thinking.

Are you teaching or training to teach literacy to adult learners? Do you want to update and deepen your practice? Yes! Then this is the essential book for you! In this book, the authors offer friendly guidance on how to work with adult learners to develop their literacy skills and practices. They challenge the negative view of adult literacy learners as social 'problems', often described in terms of their deficits. They promote an alternative view of people who have rich resources and skills in many areas of their lives which they can bring to the learning process. The contributing authors have a wealth of experience as practitioners and researchers in the field. They pull together a wide range of current theory and research on adult literacy, offering new perspectives on theory and applications to everyday practice. Key features include: Case studies of real student experiences Samples of learners’ writing with commentary and analysis Application of linguistic theory to literacy teaching Practical suggestions for teaching, planning and assessment Guidance on supporting learners with dyslexia and global learning difficulties Reflective tasks, encouraging readers to develop and apply their knowledge This book is an invaluable resource for trainee teachers studying on literacy specialist courses leading to teaching qualifications, as well as for experienced practitioners wishing to update and deepen their practice.

A compact, user-friendly reference book, investigating current trends in ELT. Trends are wide-ranging and include topics such as: plurilingualism, wellbeing, digital literacies, metacognition, flipped learning, gamification, mediation, and critical thinking, amongst others. The book considers how and why each trend has become important in ELT; explores how the trends are reflected in current practices; and evaluates the trends, looking at their relevance to different ELT contexts and their grounding in research.