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130 results Filter
Book
In basket
(Solving Problems in the Teaching of Literacy)
Bibliogr. s. 236-237. Indeks.
This bestselling teacher resource and widely adopted text demonstrates the "whats," "whys," and "how-tos" of explicit reading instruction for struggling Kľ8 learners. The book describes 23 skills and strategies associated with vocabulary, comprehension, word recognition, and fluency. Ways to explain each skill or strategy are illustrated in real-world examples that teachers can use as starting points for their own lessons. Retaining the straight-talking style that made the prior edition so popular, the second edition has been revised and updated to reflect reader feedback and the latest research.
This item is available in one branch. Expand information to see details.
Czytelnie
Copies are only available in the library: sygn. 14543.XXIV.14.2 [Czytelnia A] (1 egz.)
No cover
Book
In basket
Insights into Second Language Reading : a cross-linguistic approach / Keiko Koda. - 2nd printing. - Cambridge, New York : Cambridge University Press, 2005. - XX, 320 s. ; 23 cm.
(Cambridge Applied Linguistics / ed. Michael H. Long, Jack C. Richards)
This critical volume, provides an in-depth analysis of second language reading's multiple dimensions. The paperback edition describes the complexity of reading and explains how reading differs in a first and second language. The book is broad in scope, covering all major aspects of the reading process and synthesizing all current reading research. The author provides a cross-linguistic orientation, explaining how first and second languages can mutually facilitate one another. This important volume offers strategies for enhancing literary acquisition, second-language learning and bilingual processing, and will serve as a valuable guide for graduate students, professors, researchers and foreign language teachers.
This item is available in 2 branches. Expand the list to see details.
Wypożyczalnie
There are copies available to loan: sygn. P.7982.XXIV.14.11 [Wypożyczalnia A] (1 egz.)
Czytelnie
Copies are only available in the library: sygn. 9286.XXIV.14.11 [Czytelnia A] (1 egz.)
Book
In basket
Bibliogr, index.
In the second edition of "Reading with Meaning", Debbie Miller shares her new thinking about comprehension strategy instruction, the gradual release of responsibility instructional model, and planning for student engagement and independence. It has been ten years since the first edition, in which Debbie chronicled a year in her own classroom. "Reading with Meaning", Second Edition supports that work and expands her vision of strategy instruction and intentional teaching and learning. Debbie believes that every child deserves at least a full year of growth during each classroom year and offers planning documents with matching assessments to ensure that no child falls through the cracks. The second edition also provides new book recommendations that will engage and delight students, and current picture books for reading aloud and strategy instruction. This new edition reflects Debbie's professional experiences and judgement, her work in classrooms and collaboration with colleagues, and the current research in the field, showcasing her newest, best thinking.
This item is available in one branch. Expand information to see details.
Czytelnie
Copies are only available in the library: sygn. 13926.XXIV.14.2 [Czytelnia A] (1 egz.)
Book
In basket
(Solving Problems in the Teaching of Literacy)
Bibliogr. s. 353 363. Indeks.
This book presents a research-supported framework for early literacy instruction that aligns with multi-tiered response-to-intervention (RTI) models. The book focuses on giving teachers a better understanding of literacy development and how to effectively support children as they begin to read and write. The authors' interactive strategies approach is designed around essential instructional goals related both to learning to identify words and to comprehending text. Detailed guidance is provided on ways to target these goals with Kľ2 students at risk for reading difficulties. Assessment and instructional strategies for whole-class, small-group, and one-to-one settings are discussed in depth. Numerous reproducible forms for documenting student learning are included.
This item is available in one branch. Expand information to see details.
Czytelnie
Copies are only available in the library: sygn. 13930.XXIV.14.2 [Czytelnia A] (1 egz.)
Book
In basket
Bibliogr., index.
Reading comes easily to some students, but many struggle with some part of this complex process that requires many areas of the brain to operate together through an intricate network of neurons. As a classroom teacher who has also worked as a neurologist, Judy Willis offers a unique perspective on how to help students not only learn the mechanics of reading and comprehension, but also develop a love of reading. She shows the importance of establishing a nonthreatening environment and provides teaching strategies that truly engage students and help them build phonemic awareness; manipulate patterns to improve reading skills; improve reading fluency; combat the stress and anxiety that can inhibit reading fluency; increase vocabulary; overcome reading difficulties that can interfere with comprehension. By enriching your understanding of how the brain processes language, emotion, and other stimuli, this book will change the way you understand and teach reading skills and help all your students become successful readers.
This item is available in one branch. Expand information to see details.
Czytelnie
Copies are only available in the library: sygn. 13923.XXIV.14.2 [Czytelnia A] (1 egz.)
No cover
Book
In basket
Reading Assessment and Instruction for all Learners / ed. Jeanne Shay Schumm. - New York, London : The Guilford Press, cop. 2006. - XVI, 576 s. : il. ; 25 cm.
(Solving Problems in the Teaching of Literacy / ed. Kathy Collins Block)
Index s. 561-576
Weaving together the latest knowledge and best practices for teaching children to read, this indispensable text and professional resource provides a complete guide to differentiated instruction for diverse learners. Uniquely integrative, the book places the needs of English language learners and students with disabilities front and center instead of treating them as special topics. Accessible chapters on each of the core components of literacy clearly demonstrate how to link formal and informal assessment to evidence-based instruction. Special features include Research Briefs, Tech Tips, Internet Resources, Reflection and Action Questions, and dozens of reproducible student activities and assessment tools.
This item is available in one branch. Expand information to see details.
Czytelnie
Copies are only available in the library: sygn. 9298.XXIV.14.2 [Czytelnia A] (1 egz.)
No cover
Book
In basket
(Oxford Handbooks for Language Teachers)
Gives you a thorough overview of theory and research relating to second-language reading. Includes practical suggestions for teaching reading in different contexts. Presents a variety of strategies for reading and teaching reading and discusses how to use them in appropriate contexts. Sets the skill of reading in a wider psychological and social context Can be used as a textbook or self-study text for trainee teachers or as a reference guide for practising teachers.
This item is available in 2 branches. Expand the list to see details.
Wypożyczalnie
There are copies available to loan: sygn. P.7905.XXIV.14.2 [Wypożyczalnia A], 9196.XXIV.14.2 [Wypożyczalnia A] (2 egz.)
Czytelnie
Copies are only available in the library: sygn. 9195.XXIV.14.2 [Czytelnia A] (1 egz.)
Book
In basket
Includes bibliographical references (p. [405]-462) and indexes.
Reading is a highly complex skill that is prerequisite to success in many societies in which a great deal of information is communicated in written form. Since the 1970s, much has been learned about the reading process from research by cognitive psychologists. This book summarizes that important work and puts it into a coherent framework. The book’s central theme is how readers go about extracting information from the printed page and comprehending the text. Like its predecessor, this thoroughly updated 2nd Edition encompasses all aspects of the psychology of reading with chapters on writing systems, word recognition, the work of the eyes during reading, inner speech, sentence processing, discourse processing, learning to read, dyslexia, individual differences and speed reading.
This item is available in one branch. Expand information to see details.
Czytelnie
Copies are only available in the library: sygn. 15599.XXIV.14.10 [Czytelnia A] (1 egz.)
Book
In basket
This item is available in one branch. Expand information to see details.
Czytelnie
Copies are only available in the library: sygn. 5105.V.8 [Czytelnia A] (1 egz.)
Book
In basket
Includes bibliographical references and index.
With a unique focus on grades 4 and 5, this book explains how to design and implement a research-based reading program that helps all students build major literacy skills (word recognition, fluency, vocabulary, and comprehension). The expert authors present ready-to-use activities, strategies, and lesson plans, along with detailed guidance for assessing students and providing instruction in differentiated small groups. Teachers get a clear understanding of how differentiation works in a tiered response-to-intervention model and how it aligns with the Common Core Standards. In a convenient large-size format, the book includes extenxive reproducible checklists and forms.
This item is available in one branch. Expand information to see details.
Czytelnie
Copies are only available in the library: sygn. 15584.XXIV.14.2 [Czytelnia A] (1 egz.)
Book
In basket
Teaching strategic processes in reading / Janice F. Almasi, Susan King Fullerton. - 2nd ed. - New York ; London The Guilford Press, 2012. - XVIII, [2], 364 s. : il. ; 26 cm.
Bibliogr. s. 330-352. Indeks.
This accessible teacher resource and course text shows how to incorporate strategy instruction into the K-8 classroom every day. Cutting-edge theory and research are integrated with practical guidance and reflections from experienced teachers of novice and struggling readers. The book describes the nuts and bolts of creating classroom contexts that foster strategy use, combining explicit comprehension instruction with scaffolded support, and providing opportunities for students to verbalize their thinking. It features reproducible learning activities and planning and assessment tools.
This item is available in one branch. Expand information to see details.
Czytelnie
Copies are only available in the library: sygn. 15916.XXIV.14.2 [Czytelnia A] (1 egz.)
Book
In basket
Includes bibliographical references and index.
The sixth edition of this landmark reference represents classic and trend-setting scholarship that is among the best in the field. Through careful evaluation of reader surveys and focus groups, the editors have extended the books reach into domains of research and instruction that affect practitioners, graduate students, literacy teacher educators, and researchers. Over half of the chapters in this edition are new to Theoretical Models and Processes of Reading, and eight of these new chapters were specially commissioned for this volume. Twenty percent of the chapters from previous editions have been revised by their authors to reflect current research and instructional developments in the field. Questions for Reflection accompany each chapter to assist readers in transforming their current knowledge base through discussion and deeper thinking about theory, research, and instruction.
This item is available in one branch. Expand information to see details.
Czytelnie
Copies are only available in the library: sygn. 15610.XXIV.14.2 [Czytelnia A] (1 egz.)
Book
In basket
(Center for Improvement of Early Reading Achievement)
Includes bibliographical references and indexes.
Originating in a recent CIERA conference held at the University of Michigan, this book brings together the nation's most distinguished researchers to examine how readers understand text and how comprehension is assessed. The first part provides both national and historical contexts for the study of reading comprehension. The second part examines how vocabulary, motivation, and expertise influence comprehension, and it includes analyses of the developmental course and correlates of comprehension. Chapters in the third part consider how schools focus on comprehension for instruction and assessment. The fourth part includes chapters on large-scale assessment that analyze how test formats and psychometric characteristics influence measures of reading comprehension. At the end of each part is a commentary--written by an expert-that reviews the chapters, critiques the main points, and synthesizes critical issues.
This item is available in one branch. Expand information to see details.
Czytelnie
Copies are only available in the library: sygn. 15581.XXIV.14.2 [Czytelnia A] (1 egz.)
Book
In basket
(Studia i Monografie / Uniwersytet Opolski ISSN 1233-6408 ; nr 411)
Bibliogr. s. 217-230. Indeks.
Reading in the native and consequently in a foreign language is related not only to how well we know the language but also to a whole gamut such factors as language aptitude, reading motivation, reading strategies, learning styles, personality, reading anxiety, gender, attitude to reading, dyslexia, socio-economic status of the family or home environment. Fluent reading in a foreign language is connected with fluent native language reading and both depend on proficiency in a given language, but also on language talent, parent’s education and employment and – very important – access to the classic writings of Polish literature and the use of the Internet in order to get knowledge. Foreign text readers rely not only on the knowledge of the language but also on their general knowledge, experience and reading practices that are shaped by the world in which they live.
This item is available in one branch. Expand information to see details.
Czytelnie
Copies are only available in the library: sygn. 9807.XXIV.14 [Czytelnia A] (1 egz.)
No cover
Book
In basket
Assessing reading / J. Charles Alderson. - Cambridge : Cambridge University Press, 2001. - XV, 398 s. ; 23 cm.
(The Cambridge Language Assessment Series)
Assessing Reading gives the classroom teacher all they need to construct reading tests. First of all, it covers the question--what is reading. You might be surprised to learn that we don't really know what reading is. Next, the author introduces several theories on how to assess reading skills. The meat of the book, however, is the detailed examination of several testing methods. Using theories of reading, you will be able to more accurately assess the reading skills of your students. I recommend this for teachers who are teaching reading. This book will help you to understand some of the processes behind what your students are doing while reading.
This item is available in one branch. Expand information to see details.
Czytelnie
Copies are only available in the library: sygn. 3479.XXIV.14.2 [Czytelnia A] (1 egz.)
No cover
Book
In basket
(Cambridge Handbooks for Language Teachers)
Index s. 215-220
This lively collection of more than 100 classroom activities provides teachers with engaging ways to incorporate extensive reading into their classrooms. The creative and fun speaking, listening, role-play, reading, writing, and vocabulary activities, all linking reading to the rest of the curriculum, are suitable for students of all ages and levels. Teachers will find this handbook a valuable resource not just for reading courses, but for all types of language courses.
This item is available in 2 branches. Expand the list to see details.
Wypożyczalnie
There are copies available to loan: sygn. P.7907.XXIV.14 [Wypożyczalnia A] (1 egz.)
Czytelnie
Copies are only available in the library: sygn. 9198.XXIV.14.2 [Czytelnia A] (1 egz.)
No cover
Book
In basket
(Cambridge Language Education)
This original and engaging book makes the case that extensive reading provides essential practice in learning to read. This original and engaging book makes the case that extensive reading provides essential practice in learning to read. Extensive reading also develops a positive attitude toward reading so often missed in second language reading classrooms. The authors examine the cognitive and affective nature of reading. They also offer a wealth of practical suggestions for implementing extensive reading, including integrating it into the curriculum, establishing a library, selecting reading material, and record-keeping evaluation. It contains a wide variety of classroom activities to supplement individualized silent reading, and a valuable bibliography of the best books written for English language learners.
This item is available in one branch. Expand information to see details.
Czytelnie
Copies are only available in the library: sygn. 3625.XXIV.14.2 [Czytelnia A] (1 egz.)
No cover
Book
In basket
Lesen als Verstehen / Swantje Ehlers. - Berlin : Langenscheidt, [2002]. - 112 s. : il. ; 30 cm.
(Germanistische Fernstudieneinheit ; 2)
This item is available in one branch. Expand information to see details.
Magazyny
There are copies available to loan: sygn. 1914 [Magazyn 2] (1 egz.)
Book
In basket
(Michigan Teacher Training)
Bibliogr. s. 119-126. Indeks.
This book presents a linguistic approach to teaching reading in different subjects; an approach that focuses on language itself. Central to this approach is a view that knowledge is constructed in and through language and that language changes with changes in knowledge. As students move from elementary to secondary schools, they encounter specialized knowledge and engage in new contexts of learning in all subjects. This means that the language of secondary school learning is quite different from the language of the elementary years. Students need to develop specialized literacies (literacy relevant to each content area) as well as a critical literacy they can use across subject areas to engage with, reflect on, and assess specialized and advanced knowledge. This functional language analysis approach is shown using actual secondary social studies, science, and math textbooks and using a literary text.
This item is available in one branch. Expand information to see details.
Czytelnie
Copies are only available in the library: sygn. 14044.XXIV.14.2 [Czytelnia A] (1 egz.)
Book
In basket
(Applied Linguistics in Action)
Teaching and Researching: Reading is designed to help language professionals understand the complex nature of reading. This volume builds connections from research on reading, to sound instructional practices and action research possibilities. Offering an overview of reading theory, it summarises the main ideas and issues in first and second language contexts and covers key research studies. Grabe and Stoller then explicitly link this research to teaching practice. In addition to providing erudite research analysis, this is a practical volume and the authors offer advice for practitioners and researchers including a 12-step procedure for conducting meaningful action research projects on reading-related topics, with 27 outlined models for teacher adaptation and use, and numerous figures which can used for both action research and classroom instruction. Learning aids are also featured in the text, including: - key concept boxes and glossary of key terms - quote boxes highlighting critical issues in the field - index of studies summarised by theme - index of model action research projects organised by theme - resource list of relevant journals, books and websites. Written in an accessible style, Teaching and Researching: Reading is a valuable resource for teacher trainers, practicing teachers, materials writers and researchers. William Grabe is Professor of English and Chair of the English Department at Northern Arizona University. He is currently President of the American Association for Applied Linguistics. Fredricka L. Stoller is Associate Professor of English at Northern Arizona University. She has coauthored two reading textbooks, developed reading curricula, and written teacher-training articles on reading instruction.
This item is available in one branch. Expand information to see details.
Czytelnie
Copies are only available in the library: sygn. 3292.XXIV.14.2 [Czytelnia A] (1 egz.)
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