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| 001 - CONTROL NUMBER |
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ssj0000284601 |
| 003 - CONTROL NUMBER IDENTIFIER |
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WaSeSS |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20191213203859.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS |
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| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION |
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| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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030826s2003 onca sb 000 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780887510861 (pbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0887510868 (pbk) |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
CaPaEBR |
| Language of cataloging |
eng |
| Transcribing agency |
JCRC |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Walker, Barbara J., |
| Dates associated with a name |
1946- |
| 245 10 - TITLE STATEMENT |
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| Title |
Supporting Struggling Readers / |
| Statement of responsibility, etc. |
Barbara J. Walker ; edited by Dyanne Rivers. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
2nd ed., rev. and expanded |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Toronto : |
| Name of publisher, distributor, etc. |
Pippin Publishing, |
| Date of publication, distribution, etc. |
2003. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
128 p. : |
| Other physical details |
ill. ; |
| Dimensions |
23 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Pippin Teacher's Library |
| 500 ## - GENERAL NOTE |
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| General note |
Volume 41 in the Pippin Teacher's Library series. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references (p. 119-122). |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"Barbara Walker believes that struggling readers, like their more proficient counterparts, are active learners in search of meaning. In this revised and expanded edition of Supporting Struggling Readers, she suggests that teachers can build on these children's strengths -- the things they can already do -- to help them broaden the strategies they use to make sense of text. The book examines the phases of literacy and expands on the instructional strategies and assessment techniques that support children's reading development during each phase.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
To draw together the practical teaching techniques that made the original edition of Supporting Struggling Readers so popular, Dr. Walker has added a chapter that explains how to incorporate these techniques into a framework of effective instruction that supports struggling readers as they progress through the developmental phases of literacy" (Book Cover).<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONTENTS<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Introduction |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
[1.] Active Literacy |
| Title |
Predicting -- Checking Predictions -- Elaborating on Strategies and Understanding -- Situating Literacy -- The Reading Process -- Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
[2.] Reasons for Reading Difficulty<br/> |
| Title |
Difficulty Linking Sources of Information -- Difficulty Elaborating Content and Strategy Knowledge -- Difficulty Monitoring Meaning -- Difficulty Interpreting the Situational Context -- Summary<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
[3] Guidelines for Instruction<br/> |
| Title |
Focus on What Children Can Do -- Focus on Making Sense -- Use Familiar Topics -- Ask Children What They Already Know -- Discuss Stories with Peers -- Revisit Text -- Coach Literate Behaviours -- Give Children Choice -- Ask Children What They Learned -- Support Children's Membership in the Literacy Community -- Summary<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
[4.] Literacy Development - A Continuing Process<br/> |
| Title |
Emergent Literacy -- Grounded Literacy -- Expanding Literacy -- Strategic Literacy -- Reflective Literacy -- Summary<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
[5.] Emergent Literacy<br/> |
| Title |
Difficulties -- Instructional Strategies -- Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
[6.] Grounded Literacy<br/> |
| Title |
Difficulties -- Instructional Strategies -- Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
[7.] Expanding Literacy<br/> |
| Title |
Difficulties -- Instructional Strategies -- Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
[8.] Strategic Literacy<br/> |
| Title |
Difficulties -- Instructional Strategies -- Summary<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
[9.] Reflective Literacy<br/> |
| Title |
Difficulties -- Instructional Strategies -- Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
[10.] An Instructional Framework<br/> |
| Title |
Stage 1 - Easy Reading -- Stage 2 - Guided Reading -- Stage 3 - Strategy Lessons -- Stage 4 - Writing Activities -- Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
[11.] Assessing Literacy<br/> |
| Title |
Rethinking Assessment -- Emergent Literacy -- Grounded Literacy -- Strategic Literacy -- Reflective Literacy -- Attitudes and Motivation -- Summary<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
[12.] Working Together<br/><br/> |
| Title |
Parents as Partners -- Volunteers as Reading Tutors -- Staff Review Process -- Congruence Model -- Collaborative Education Model -- Summary<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
[13.] A Final Look<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Bibliography |
| 520 3# - SUMMARY, ETC. |
|---|
| Summary, etc. |
"Barbara Walker believes that struggling readers, like their more proficient counterparts, are active learners in search of meaning. In this revised and expanded edition of Supporting Struggling Readers, she suggests that teachers can build on these children's strengths -- the things they can already do -- to help them broaden the strategies they use to make sense of text. The book examines the phases of literacy and expands on the instructional strategies and assessment techniques that support children's reading development during each phase.<br/>To draw together the practical teaching techniques that made the original edition of Supporting Struggling Readers so popular, Dr. Walker has added a chapter that explains how to incorporate these techniques into a framework of effective instruction that supports struggling readers as they progress through the developmental phases of literacy" (Book Cover). |
| 520 2# - SUMMARY, ETC. |
|---|
| Summary, etc. |
CONTENTS:<br/><br/>Introduction<br/><br/>[1.] Active Literacy<br/>Predicting<br/>Checking Predictions<br/>Elaborating on Strategies and Understanding<br/>Situating Literacy<br/>The Reading Process<br/>Summary<br/><br/>[2.] Reasons for Reading Difficulty<br/>Difficulty Linking Sources of Information<br/>Difficulty Elaborating Content and Strategy Knowledge<br/>Difficulty Monitoring Meaning<br/>Difficulty Interpreting the Situational Context<br/>Summary<br/><br/>[3] Guidelines for Instruction<br/>Focus on What Children Can Do<br/>Focus on Making Sense<br/>Use Familiar Topics<br/>Ask Children What They Already Know<br/>Discuss Stories with Peers<br/>Revisit Text<br/>Coach Literate Behaviours<br/>Give Children Choice<br/>Ask Children What They Learned<br/>Support Children's Membership in the Literacy Community<br/>Summary<br/><br/>[4.] Literacy Development - A Continuing Process<br/>Emergent Literacy<br/>Grounded Literacy<br/>Expanding Literacy<br/>Strategic Literacy<br/>Reflective Literacy<br/>Summary<br/><br/>[5.] Emergent Literacy<br/>Difficulties<br/>Instructional Strategies<br/>Summary<br/><br/>[6.] Grounded Literacy<br/>Difficulties<br/>Instructional Strategies<br/>Summary<br/><br/>[7.] Expanding Literacy<br/>Difficulties<br/>Instructional Strategies<br/>Summary<br/><br/>[8.] Strategic Literacy<br/>Difficulties<br/>Instructional Strategies<br/>Summary<br/><br/>[9.] Reflective Literacy<br/>Difficulties<br/>Instructional Strategies<br/>Summary<br/><br/>[10.] An Instructional Framework<br/>Stage 1 - Easy Reading<br/>Stage 2 - Guided Reading<br/>Stage 3 - Strategy Lessons<br/>Stage 4 - Writing Activities<br/>Summary<br/><br/>[11.] Assessing Literacy<br/>Rethinking Assessment<br/>Emergent Literacy<br/>Grounded Literacy<br/>Strategic Literacy<br/>Reflective Literacy<br/>Attitudes and Motivation<br/>Summary<br/><br/>[12.] Working Together<br/>Parents as Partners<br/>Volunteers as Reading Tutors<br/>Staff Review Process<br/>Congruence Model<br/>Collaborative Education Model<br/>Summary<br/><br/>[13.] A Final Look<br/><br/>Bibliography |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Books and reading. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Reading |
| General subdivision |
Remedial teaching. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Rivers, Dyanne |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="http://www.utpguidancecentre.com/Supporting-Struggling-Readers-2nd-edition-Pippin-Teacher-s-Library.html">http://www.utpguidancecentre.com/Supporting-Struggling-Readers-2nd-edition-Pippin-Teacher-s-Library.html</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
