04757nam 2200625 450 991081163290332120230617031822.01-4833-6031-81-4833-6250-7(CKB)3710000000456150(EBL)1655831(OCoLC)932344315(SSID)ssj0001531088(PQKBManifestationID)12629779(PQKBTitleCode)TC0001531088(PQKBWorkID)11531707(PQKB)11457351(MiAaPQ)EBC1994244(EXLCZ)99371000000045615020150820h20042004 uy 0engur|n|---|||||txtccrOvercoming barricades to reading a multiple intelligences approach /Sue TeeleThousand Oaks, California :Corwin Press,2004.©20041 online resource (233 p.)Description based upon print version of record.0-7619-3140-6 0-7619-3139-2 Includes bibliographical references and index.Cover; Contents; Foreword; Preface; About the Author; Chapter 1 - Introduction; Crystallizing and Paralyzing Experiences; Children's Developmental Progressions; Chapter 2 - The Theory of Multiple Intelligences: A Vehicle for Learning; The Theory of Multiple Intelligences; Linguistic Intelligence; Logical-Mathematical Intelligence; Spatial Intelligence; Musical Intelligence; Bodily-Kinesthetic Intelligence; Intrapersonal Intelligence; Interpersonal Intelligence; The Teele Inventory of Multiple Intelligences; Chapter 3 - The Relationship of the Brain to Teaching ReadingConnections in the Brain Stem, the Limbic System, and the Cerebral CortexRight and Left Hemispheres; Lobes of the Brain; Neural Branching and Pruning; The Relationship of the Brain to Reading; Three Brain Systems; How Children Acquire Language; Chapter 4 - The Process of Learning to Read; History of the English Language's Oral and Written System; Language and Learning; The Process of Learning to Read; Different Approaches to Teaching Reading; The Systematic Phonics Approach; The Literature-Based, Whole-Language Approach; Studies about Different Reading ApproachesA Multifaceted, Integrated Approach to Teaching ReadingCharacteristics of a Multifaceted, Integrated Model for Teaching Reading; Chapter 5 - The Reading Process: How Children Learn to Read; Phonics, Phonemic Awareness, and Phonological Awareness; Phonics; Phonemic Awareness; Ways to Teach Phonemic Awareness; Phonological Awareness; Alphabet Knowledge; Metalinguistic Awareness; Automaticity; Activities to Assist Beginning Readers in Relating Phonemic Awareness to Vocabulary Development; The Role of Spelling in the Reading Process; Sounds in Language; The Translation Process of ReadingChapter 6 - Comprehension and Writing SkillsOral Language; Teaching Students to Comprehend What They are Reading; Comprehension Strategies, Approaches for Teaching These Strategies, and Intelligences That Match Each Strategy; Text Structure; Narrative; Exposition; Teaching Students to Write; The Progression from Reading to Writing; Chapter 7 - Structural Techniques That Assist Students in Improving Decoding, Comprehension, and Writing Skills; Venn Diagram; Timeline; Sequence-of-Events Chain; Clusters, Webs, and Maps; Synonym Web; Word Map; Semantic Word Map; Concept Map; Descriptive MapWord WebsDiagramming Sentences; Concept Wheel; Sound Wheel; Storyboard; Story Pyramid; Pictorial Input; T-Chart; Graphic Organizers and Multiple Intelligences; Chapter 8 - Strategies for Integrating the Theory of Multiple Intelligences into Teaching Reading; The Relationship of Spatial Intelligence to Reading; Integrating Musical Intelligence into Teaching Reading; Activities That Utilize Bodily-Kinesthetic Intelligence to Teach Decoding and Vocabulary Skills; Teaching Reading to Logical-Mathematical LearnersActivities Using Multiple Intelligences to Assist in Developing Comprehension SkillsThis exciting resource helps teachers capitalize on the individual strengths of their students to unlock the door to literacy.Developmental readingReading (Elementary)Multiple intelligencesDevelopmental reading.Reading (Elementary)Multiple intelligences.372.47/2Teele Sue1622180MiAaPQMiAaPQMiAaPQBOOK9910811632903321Overcoming barricades to reading3955885UNINA