LEADER 04127nam 2200709 a 450 001 9910973803103321 005 20251116141220.0 010 $a9780309517744 010 $a0309517745 010 $a9780585032474 010 $a0585032475 035 $a(CKB)110986584753520 035 $a(SSID)ssj0000226819 035 $a(PQKBManifestationID)11216173 035 $a(PQKBTitleCode)TC0000226819 035 $a(PQKBWorkID)10258829 035 $a(PQKB)11556749 035 $a(MiAaPQ)EBC3375534 035 $a(Au-PeEL)EBL3375534 035 $a(CaPaEBR)ebr10040951 035 $a(OCoLC)923257103 035 $a(Perlego)4735371 035 $a(BIP)31764909 035 $a(BIP)47562837 035 $a(EXLCZ)99110986584753520 100 $a19980305d1998 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPreventing reading difficulties in young children /$fCommittee 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, editors 205 $a1st ed. 210 $aWashington, DC $cNational Academy Press$d1998 215 $axiv, 432 p 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9780309064187 311 08$a030906418X 320 $aIncludes bibliographical references (p. 345-396) and index. 327 $aIntroduction -- 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. 330 $aWhile 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. 606 $aReading (Primary)$zUnited States 606 $aReading disability$zUnited States 606 $aReading$xRemedial teaching$zUnited States 606 $aReading comprehension$zUnited States 606 $aWord recognition 615 0$aReading (Primary) 615 0$aReading disability 615 0$aReading$xRemedial teaching 615 0$aReading comprehension 615 0$aWord recognition. 676 $a372.4 701 $aSnow$b Catherine E$01807769 701 $aBurns$b M. Susan$g(Marie Susan)$01807770 701 $aGriffin$b Peg$01807771 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910973803103321 996 $aPreventing reading difficulties in young children$94357667 997 $aUNINA