000 | 06878nam a2200541Ia 4500 | ||
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_c779 _d779 |
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001 | ssj0000284601 | ||
003 | WaSeSS | ||
005 | 20191213203859.0 | ||
006 | m d | ||
007 | cr n | ||
008 | 030826s2003 onca sb 000 0 eng d | ||
020 | _a9780887510861 (pbk) | ||
020 | _a0887510868 (pbk) | ||
040 |
_aCaPaEBR _beng _cJCRC |
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100 | 1 |
_aWalker, Barbara J., _d1946- |
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245 | 1 | 0 |
_aSupporting Struggling Readers / _cBarbara J. Walker ; edited by Dyanne Rivers. |
250 | _a2nd ed., rev. and expanded | ||
260 |
_aToronto : _bPippin Publishing, _c2003. |
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300 |
_a128 p. : _bill. ; _c23 cm. |
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440 | _aPippin Teacher's Library | ||
500 | _aVolume 41 in the Pippin Teacher's Library series. | ||
504 | _aIncludes bibliographical references (p. 119-122). | ||
505 | _a"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. | ||
505 | _aTo 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). | ||
505 | _aCONTENTS | ||
505 | _aIntroduction | ||
505 |
_a[1.] Active Literacy _tPredicting -- Checking Predictions -- Elaborating on Strategies and Understanding -- Situating Literacy -- The Reading Process -- Summary |
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505 |
_a[2.] Reasons for Reading Difficulty
_tDifficulty Linking Sources of Information -- Difficulty Elaborating Content and Strategy Knowledge -- Difficulty Monitoring Meaning -- Difficulty Interpreting the Situational Context -- Summary |
||
505 |
_a[3] Guidelines for Instruction
_tFocus 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 |
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505 |
_a[4.] Literacy Development - A Continuing Process
_tEmergent Literacy -- Grounded Literacy -- Expanding Literacy -- Strategic Literacy -- Reflective Literacy -- Summary |
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505 |
_a[5.] Emergent Literacy
_tDifficulties -- Instructional Strategies -- Summary |
||
505 |
_a[6.] Grounded Literacy
_tDifficulties -- Instructional Strategies -- Summary |
||
505 |
_a[7.] Expanding Literacy
_tDifficulties -- Instructional Strategies -- Summary |
||
505 |
_a[8.] Strategic Literacy
_tDifficulties -- Instructional Strategies -- Summary |
||
505 |
_a[9.] Reflective Literacy
_tDifficulties -- Instructional Strategies -- Summary |
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505 |
_a[10.] An Instructional Framework
_tStage 1 - Easy Reading -- Stage 2 - Guided Reading -- Stage 3 - Strategy Lessons -- Stage 4 - Writing Activities -- Summary |
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505 |
_a[11.] Assessing Literacy
_tRethinking Assessment -- Emergent Literacy -- Grounded Literacy -- Strategic Literacy -- Reflective Literacy -- Attitudes and Motivation -- Summary |
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505 |
_a[12.] Working Together
_tParents as Partners -- Volunteers as Reading Tutors -- Staff Review Process -- Congruence Model -- Collaborative Education Model -- Summary |
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505 | _a[13.] A Final Look | ||
505 | _aBibliography | ||
520 | 3 | _a"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. 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 | _aCONTENTS: Introduction [1.] Active Literacy Predicting Checking Predictions Elaborating on Strategies and Understanding Situating Literacy The Reading Process Summary [2.] Reasons for Reading Difficulty Difficulty Linking Sources of Information Difficulty Elaborating Content and Strategy Knowledge Difficulty Monitoring Meaning Difficulty Interpreting the Situational Context Summary [3] Guidelines for Instruction 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 [4.] Literacy Development - A Continuing Process Emergent Literacy Grounded Literacy Expanding Literacy Strategic Literacy Reflective Literacy Summary [5.] Emergent Literacy Difficulties Instructional Strategies Summary [6.] Grounded Literacy Difficulties Instructional Strategies Summary [7.] Expanding Literacy Difficulties Instructional Strategies Summary [8.] Strategic Literacy Difficulties Instructional Strategies Summary [9.] Reflective Literacy Difficulties Instructional Strategies Summary [10.] An Instructional Framework Stage 1 - Easy Reading Stage 2 - Guided Reading Stage 3 - Strategy Lessons Stage 4 - Writing Activities Summary [11.] Assessing Literacy Rethinking Assessment Emergent Literacy Grounded Literacy Strategic Literacy Reflective Literacy Attitudes and Motivation Summary [12.] Working Together Parents as Partners Volunteers as Reading Tutors Staff Review Process Congruence Model Collaborative Education Model Summary [13.] A Final Look Bibliography | |
650 | 0 | _aBooks and reading. | |
650 | 0 |
_aReading _xRemedial teaching. |
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700 | _aRivers, Dyanne | ||
856 |
_uhttp://www.utpguidancecentre.com/Supporting-Struggling-Readers-2nd-edition-Pippin-Teacher-s-Library.html _zPublisher's Website. |
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942 |
_2z _cBK |