04127nam 2200709 a 450 991097380310332120251116141220.09780309517744030951774597805850324740585032475(CKB)110986584753520(SSID)ssj0000226819(PQKBManifestationID)11216173(PQKBTitleCode)TC0000226819(PQKBWorkID)10258829(PQKB)11556749(MiAaPQ)EBC3375534(Au-PeEL)EBL3375534(CaPaEBR)ebr10040951(OCoLC)923257103(Perlego)4735371(BIP)31764909(BIP)47562837(EXLCZ)9911098658475352019980305d1998 uy 0engurcn|||||||||txtccrPreventing reading difficulties in young children /Committee on the Prevention of Reading Difficulties in Young Children, Commission on Behavioral and Social Sciences and Education, National Research Council ; Catherine E. Snow, M. Susan Burns, and Peg Griffin, editors1st ed.Washington, DC National Academy Press1998xiv, 432 pBibliographic Level Mode of Issuance: Monograph9780309064187 030906418X Includes bibliographical references (p. 345-396) and index.Introduction -- The process of learning to read -- Who has reading difficulties? -- Predictors of success and failure in reading -- Preventing reading difficulties before kindergarten -- Instructional strategies for kindergarten and the primary grades -- Organizational strategies for kindergarten and the primary grades -- Helping children with reading difficulties in grades 1 to 3 -- The agents of change -- Recommendations for practice and research.While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed. The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed. Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.Reading (Primary)United StatesReading disabilityUnited StatesReadingRemedial teachingUnited StatesReading comprehensionUnited StatesWord recognitionReading (Primary)Reading disabilityReadingRemedial teachingReading comprehensionWord recognition.372.4Snow Catherine E1807769Burns M. Susan(Marie Susan)1807770Griffin Peg1807771MiAaPQMiAaPQMiAaPQBOOK9910973803103321Preventing reading difficulties in young children4357667UNINA