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Reading and dyslexia in different orthographies / / edited by Nicola Brunswick, Sine McDougall and Paul de Mornay Davies
| Reading and dyslexia in different orthographies / / edited by Nicola Brunswick, Sine McDougall and Paul de Mornay Davies |
| Pubbl/distr/stampa | Hove, East Sussex ; ; New York : , : Psychology Press, , 2010 |
| Descrizione fisica | 1 online resource (333 p.) |
| Disciplina | 371.33/44678 |
| Altri autori (Persone) |
BrunswickNicola <1970->
De Mornay DaviesPaul <1967-> McDougallSine <1958-> |
| Soggetto topico |
Reading disability
Dyslexic children - Education |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-135-16780-X
1-135-16781-8 1-282-63978-1 9786612639784 0-203-85846-8 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Copyright; Contents; Figures; Tables; Editors and contributors; Acknowledgements; Foreword; Section 1: The development of reading skills in different orthographies; 1 Reading and dyslexia in different orthographies: An introduction and overview; 2 A psycholinguistic grain size view of reading acquisition across languages; 3 Phonological development from a cross-linguistic perspective; 4 Letter position encoding across deep and transparent orthographies; 5 Differences in reading ability between children attending Welsh- and English-speaking primary schools in Wales
6 Writing a language that you can't hearSection 2: Developmental dyslexia in different orthographies; 7 Unimpaired reading development and dyslexia across different languages; 8 Reading acquisition and dyslexia in Spanish; 9 Lexical reading in Italian developmental dyslexic readers; 10 Dyslexia in Chinese: Implications for connectionist models of reading; 11 Dyslexia in biscriptal readers; Section 3: Neuroimaging studies of reading in different orthographies 12 Cross-cultural differences in unimpaired and dyslexic reading: Behavioural and functional anatomical observations in readers of regular and irregular orthographies13 Lexical retrieval in alphabetic and non-alphabetic scripts: Evidence from brain imaging; Glossary; Author index; Subject index |
| Record Nr. | UNINA-9910458442703321 |
| Hove, East Sussex ; ; New York : , : Psychology Press, , 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Reading and dyslexia in different orthographies / / edited by Nicola Brunswick, Sine McDougall and Paul de Mornay Davies
| Reading and dyslexia in different orthographies / / edited by Nicola Brunswick, Sine McDougall and Paul de Mornay Davies |
| Pubbl/distr/stampa | Hove, East Sussex ; ; New York : , : Psychology Press, , 2010 |
| Descrizione fisica | 1 online resource (333 p.) |
| Disciplina | 371.33/44678 |
| Altri autori (Persone) |
BrunswickNicola <1970->
De Mornay DaviesPaul <1967-> McDougallSine <1958-> |
| Soggetto topico |
Reading disability
Dyslexic children - Education |
| ISBN |
1-135-16780-X
1-135-16781-8 1-282-63978-1 9786612639784 0-203-85846-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Copyright; Contents; Figures; Tables; Editors and contributors; Acknowledgements; Foreword; Section 1: The development of reading skills in different orthographies; 1 Reading and dyslexia in different orthographies: An introduction and overview; 2 A psycholinguistic grain size view of reading acquisition across languages; 3 Phonological development from a cross-linguistic perspective; 4 Letter position encoding across deep and transparent orthographies; 5 Differences in reading ability between children attending Welsh- and English-speaking primary schools in Wales
6 Writing a language that you can't hearSection 2: Developmental dyslexia in different orthographies; 7 Unimpaired reading development and dyslexia across different languages; 8 Reading acquisition and dyslexia in Spanish; 9 Lexical reading in Italian developmental dyslexic readers; 10 Dyslexia in Chinese: Implications for connectionist models of reading; 11 Dyslexia in biscriptal readers; Section 3: Neuroimaging studies of reading in different orthographies 12 Cross-cultural differences in unimpaired and dyslexic reading: Behavioural and functional anatomical observations in readers of regular and irregular orthographies13 Lexical retrieval in alphabetic and non-alphabetic scripts: Evidence from brain imaging; Glossary; Author index; Subject index |
| Record Nr. | UNINA-9910791126103321 |
| Hove, East Sussex ; ; New York : , : Psychology Press, , 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Reading and dyslexia in different orthographies / / edited by Nicola Brunswick, Sine McDougall and Paul de Mornay Davies
| Reading and dyslexia in different orthographies / / edited by Nicola Brunswick, Sine McDougall and Paul de Mornay Davies |
| Pubbl/distr/stampa | Hove, East Sussex ; ; New York : , : Psychology Press, , 2010 |
| Descrizione fisica | 1 online resource (333 p.) |
| Disciplina | 371.33/44678 |
| Altri autori (Persone) |
BrunswickNicola <1970->
De Mornay DaviesPaul <1967-> McDougallSine <1958-> |
| Soggetto topico |
Reading disability
Dyslexic children - Education |
| ISBN |
1-135-16780-X
1-135-16781-8 1-282-63978-1 9786612639784 0-203-85846-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Copyright; Contents; Figures; Tables; Editors and contributors; Acknowledgements; Foreword; Section 1: The development of reading skills in different orthographies; 1 Reading and dyslexia in different orthographies: An introduction and overview; 2 A psycholinguistic grain size view of reading acquisition across languages; 3 Phonological development from a cross-linguistic perspective; 4 Letter position encoding across deep and transparent orthographies; 5 Differences in reading ability between children attending Welsh- and English-speaking primary schools in Wales
6 Writing a language that you can't hearSection 2: Developmental dyslexia in different orthographies; 7 Unimpaired reading development and dyslexia across different languages; 8 Reading acquisition and dyslexia in Spanish; 9 Lexical reading in Italian developmental dyslexic readers; 10 Dyslexia in Chinese: Implications for connectionist models of reading; 11 Dyslexia in biscriptal readers; Section 3: Neuroimaging studies of reading in different orthographies 12 Cross-cultural differences in unimpaired and dyslexic reading: Behavioural and functional anatomical observations in readers of regular and irregular orthographies13 Lexical retrieval in alphabetic and non-alphabetic scripts: Evidence from brain imaging; Glossary; Author index; Subject index |
| Record Nr. | UNINA-9910811814003321 |
| Hove, East Sussex ; ; New York : , : Psychology Press, , 2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Reading and learning difficulties : approaches to teaching and assessment / / Peter Westwood
| Reading and learning difficulties : approaches to teaching and assessment / / Peter Westwood |
| Autore | Westwood Peter S. |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | Camberwell, Victoria, Australia : , : ACER Press, , 2016 |
| Descrizione fisica | 1 online resource (166 pages) |
| Disciplina | 371.91/44 |
| Collana | Learning difficulties series |
| Soggetto topico |
Reading disability
Reading (Primary) Learning disabilities |
| Soggetto non controllato | Australian |
| ISBN | 1-74286-376-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Teaching, learning and the curriculum -- Teacher-directed approaches -- Student-centred approaches to learning -- Variables and interactions that affect learning and teaching -- Learning difficulties -- Teaching approaches for literacy - Teaching approaches for numeracy -- Teaching the sciences -- Teaching the humanities. |
| Record Nr. | UNINA-9910155103103321 |
Westwood Peter S.
|
||
| Camberwell, Victoria, Australia : , : ACER Press, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Reading and learning difficulties : approaches to teaching and assessment / / Peter Westwood
| Reading and learning difficulties : approaches to teaching and assessment / / Peter Westwood |
| Autore | Westwood Peter S. |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | Camberwell, Victoria, Australia : , : ACER Press, , 2016 |
| Descrizione fisica | 1 online resource (110 pages) |
| Disciplina | 371.91/44 |
| Collana | Learning difficulties series |
| Soggetto topico |
Reading disability
Reading (Primary) Learning disabilities |
| ISBN | 1-74286-426-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910155103303321 |
|
Westwood Peter S.
|
||
| Camberwell, Victoria, Australia : , : ACER Press, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Reading and learning difficulties : approaches to teaching and assessment / / Peter Westwood
| Reading and learning difficulties : approaches to teaching and assessment / / Peter Westwood |
| Autore | Westwood Peter S. |
| Pubbl/distr/stampa | Abingdon, Oxon ; ; New York, N.Y. : , : David Fulton Publishers, , 2004 |
| Descrizione fisica | 1 online resource (145 p.) |
| Disciplina | 371.9144 |
| Soggetto topico |
Learning disabilities
Reading disability Reading (Primary) |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-203-06398-8
1-283-84667-5 1-136-60426-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Reading and Learning Difficulties: Approaches to teaching and assessment; Copyright; Contents; Preface; 1 Learning to read; Emergent literacy; Moving beyond the emergent stage; The importance of phonological awareness; Examples of phonemic skill; Learning the alphabetic code; Phonic skills; Sight vocabulary; Comprehension; Comprehension strategies; 2 The reading process; What does skilled reading involve?; Accurate word Identification; Eye movements and reading; How words are recognised; Reading difficulties and vision; In-text supports for word identification; Semantic cues
Syntactic cuesGrapho-phonic (or alphabetic) cues; Word identification: stages in development; Logographic stage; Alphabetic stage; Orthographic stage; Comprehending text; Levels of comprehension; A strategic approach to comprehension; Factors influencing reading comprehension; 3 Learning difficulties; Children with literacy problems; Possible causes of reading difficulty; Teachers' perceptions; Teaching methods, curricula and learning difficulties; The importance of a successful start; The impact of early failure: affective factors; Specific areas of difficulty Language and metalinguistic problemsPhonological processing problems; Word recognition problems; Text-processing problems; Dyslexia; Definitions of dyslexia; Possible sub-types of dyslexia; Significant research findings; Is the concept of 'dyslexia' useful?; 4 General teaching approaches; Meaning-emphasis approaches; What are the strengths in whole language?; Does the whole language approach suit all children?; What are the weaknesses in whole language?; Skills-based approaches to reading instruction; Supplementary materials in a skills-based approach Potential weaknesses in the skills-based approachSwings of the phonics pendulum; The current position on the teaching of phonics; A balanced approach; 5 Specific teaching methods and strategies; Methods and strategies; Shared book experience; Language-experience approach; Guided reading; Directed reading-thinking activity; K-W-L strategy (Know. Want to know. Learned.); The 3 H strategy (Here. Hidden. In my Head.); PQRS reading strategy; Developing fluency; Repeated reading strategy; Listening to children read: the 'pause, prompt, praise' technique; Silent sustained reading 6 Teaching the basics: phonemic awareness, phonic skills and sight vocabularyDeveloping phonemic awareness; Teaching phonic knowledge and phonic skills; Teaching phonics: where to begin; Moving beyond the beginning level; Building sight vocabulary; 7 Assessment; Changing emphasis in assessment procedures; The purposes for testing; Basic principles of diagnostic assessment; Assessment procedures; Observation; Dynamic assessment; Diagnostic interviews; Diagnostic testing; Diagnosing prior instruction; Specific examples of reading assessment; Assessing sight vocabulary; Decoding skills Use of context |
| Record Nr. | UNINA-9910462933203321 |
|
Westwood Peter S.
|
||
| Abingdon, Oxon ; ; New York, N.Y. : , : David Fulton Publishers, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Reading and learning difficulties : approaches to teaching and assessment / / Peter Westwood
| Reading and learning difficulties : approaches to teaching and assessment / / Peter Westwood |
| Autore | Westwood Peter S. |
| Pubbl/distr/stampa | Abingdon, Oxon ; ; New York, N.Y. : , : David Fulton Publishers, , 2004 |
| Descrizione fisica | 1 online resource (145 p.) |
| Disciplina | 371.9144 |
| Soggetto topico |
Learning disabilities
Reading disability Reading (Primary) |
| ISBN |
1-136-60433-2
0-203-06398-8 1-283-84667-5 1-136-60426-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Reading and Learning Difficulties: Approaches to teaching and assessment; Copyright; Contents; Preface; 1 Learning to read; Emergent literacy; Moving beyond the emergent stage; The importance of phonological awareness; Examples of phonemic skill; Learning the alphabetic code; Phonic skills; Sight vocabulary; Comprehension; Comprehension strategies; 2 The reading process; What does skilled reading involve?; Accurate word Identification; Eye movements and reading; How words are recognised; Reading difficulties and vision; In-text supports for word identification; Semantic cues
Syntactic cuesGrapho-phonic (or alphabetic) cues; Word identification: stages in development; Logographic stage; Alphabetic stage; Orthographic stage; Comprehending text; Levels of comprehension; A strategic approach to comprehension; Factors influencing reading comprehension; 3 Learning difficulties; Children with literacy problems; Possible causes of reading difficulty; Teachers' perceptions; Teaching methods, curricula and learning difficulties; The importance of a successful start; The impact of early failure: affective factors; Specific areas of difficulty Language and metalinguistic problemsPhonological processing problems; Word recognition problems; Text-processing problems; Dyslexia; Definitions of dyslexia; Possible sub-types of dyslexia; Significant research findings; Is the concept of 'dyslexia' useful?; 4 General teaching approaches; Meaning-emphasis approaches; What are the strengths in whole language?; Does the whole language approach suit all children?; What are the weaknesses in whole language?; Skills-based approaches to reading instruction; Supplementary materials in a skills-based approach Potential weaknesses in the skills-based approachSwings of the phonics pendulum; The current position on the teaching of phonics; A balanced approach; 5 Specific teaching methods and strategies; Methods and strategies; Shared book experience; Language-experience approach; Guided reading; Directed reading-thinking activity; K-W-L strategy (Know. Want to know. Learned.); The 3 H strategy (Here. Hidden. In my Head.); PQRS reading strategy; Developing fluency; Repeated reading strategy; Listening to children read: the 'pause, prompt, praise' technique; Silent sustained reading 6 Teaching the basics: phonemic awareness, phonic skills and sight vocabularyDeveloping phonemic awareness; Teaching phonic knowledge and phonic skills; Teaching phonics: where to begin; Moving beyond the beginning level; Building sight vocabulary; 7 Assessment; Changing emphasis in assessment procedures; The purposes for testing; Basic principles of diagnostic assessment; Assessment procedures; Observation; Dynamic assessment; Diagnostic interviews; Diagnostic testing; Diagnosing prior instruction; Specific examples of reading assessment; Assessing sight vocabulary; Decoding skills Use of context |
| Record Nr. | UNINA-9910786579103321 |
|
Westwood Peter S.
|
||
| Abingdon, Oxon ; ; New York, N.Y. : , : David Fulton Publishers, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Reading and learning difficulties : approaches to teaching and assessment / / Peter Westwood
| Reading and learning difficulties : approaches to teaching and assessment / / Peter Westwood |
| Autore | Westwood Peter S. |
| Pubbl/distr/stampa | Abingdon, Oxon ; ; New York, N.Y. : , : David Fulton Publishers, , 2004 |
| Descrizione fisica | 1 online resource (145 p.) |
| Disciplina | 371.9144 |
| Soggetto topico |
Learning disabilities
Reading disability Reading (Primary) |
| ISBN |
1-136-60433-2
0-203-06398-8 1-283-84667-5 1-136-60426-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Reading and Learning Difficulties: Approaches to teaching and assessment; Copyright; Contents; Preface; 1 Learning to read; Emergent literacy; Moving beyond the emergent stage; The importance of phonological awareness; Examples of phonemic skill; Learning the alphabetic code; Phonic skills; Sight vocabulary; Comprehension; Comprehension strategies; 2 The reading process; What does skilled reading involve?; Accurate word Identification; Eye movements and reading; How words are recognised; Reading difficulties and vision; In-text supports for word identification; Semantic cues
Syntactic cuesGrapho-phonic (or alphabetic) cues; Word identification: stages in development; Logographic stage; Alphabetic stage; Orthographic stage; Comprehending text; Levels of comprehension; A strategic approach to comprehension; Factors influencing reading comprehension; 3 Learning difficulties; Children with literacy problems; Possible causes of reading difficulty; Teachers' perceptions; Teaching methods, curricula and learning difficulties; The importance of a successful start; The impact of early failure: affective factors; Specific areas of difficulty Language and metalinguistic problemsPhonological processing problems; Word recognition problems; Text-processing problems; Dyslexia; Definitions of dyslexia; Possible sub-types of dyslexia; Significant research findings; Is the concept of 'dyslexia' useful?; 4 General teaching approaches; Meaning-emphasis approaches; What are the strengths in whole language?; Does the whole language approach suit all children?; What are the weaknesses in whole language?; Skills-based approaches to reading instruction; Supplementary materials in a skills-based approach Potential weaknesses in the skills-based approachSwings of the phonics pendulum; The current position on the teaching of phonics; A balanced approach; 5 Specific teaching methods and strategies; Methods and strategies; Shared book experience; Language-experience approach; Guided reading; Directed reading-thinking activity; K-W-L strategy (Know. Want to know. Learned.); The 3 H strategy (Here. Hidden. In my Head.); PQRS reading strategy; Developing fluency; Repeated reading strategy; Listening to children read: the 'pause, prompt, praise' technique; Silent sustained reading 6 Teaching the basics: phonemic awareness, phonic skills and sight vocabularyDeveloping phonemic awareness; Teaching phonic knowledge and phonic skills; Teaching phonics: where to begin; Moving beyond the beginning level; Building sight vocabulary; 7 Assessment; Changing emphasis in assessment procedures; The purposes for testing; Basic principles of diagnostic assessment; Assessment procedures; Observation; Dynamic assessment; Diagnostic interviews; Diagnostic testing; Diagnosing prior instruction; Specific examples of reading assessment; Assessing sight vocabulary; Decoding skills Use of context |
| Record Nr. | UNINA-9910817520003321 |
|
Westwood Peter S.
|
||
| Abingdon, Oxon ; ; New York, N.Y. : , : David Fulton Publishers, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching Reading and Spelling to Dyslexic Children : Getting to Grips with Words
| Teaching Reading and Spelling to Dyslexic Children : Getting to Grips with Words |
| Autore | Walton Margaret |
| Pubbl/distr/stampa | Hoboken, : Taylor and Francis, 2012 |
| Descrizione fisica | 1 online resource (141 p.) |
| Disciplina | 372.43 |
| Soggetto topico |
Dyslexic children - Education
Reading disability Spelling disability Dyslexia |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-87367-1
9786613714985 1-136-60689-0 1-136-60688-2 0-203-41562-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; Table of Contents; Foreword; Acknowledgements; Introduction; Who is this book for?; Notes - gender, age, tolerance and photocopying; Sections in this book; General Information; When we read and write we are using a code; The Phonic Method; The 'Look and Say' Method, and using flash cards; The 'Real Books' Method; Regional pronunciation; Short and long vowels; Mispronunciation; Two types of spelling mistakes; Teaching hints; Use a multisensory approach; Motivation; Reading; Spelling; Using audio tapes for spelling tests; Cloze exercises; Conclusion
Organising the pupil's workChart 1; Introduction; Section 1 The alphabet; Consonants and vowels; Capital letters and small letters (upper case and lower case); The sounds of the letters are different from their names; Alphabet pictures and letter cards; Sorting out b and d; Building words (1); Rhyming; Jam Sandwich words; Other easy phonic words; Making simple sentences and introducing a few 'Look and Say' words; Three activities to practise simple words; Section 2 Unexpected Sounds; Building words (2); Section 3 Blends; Two activities for practising Blends; Building words (3); Conclusion Can you spot the Unexpected Sounds and Blends?Chart 2; Introduction; Explanation of Chart 2 and two types of boxes; Uses of Chart 2; Arrangement of the boxes; Suggested order of teaching the letter combinations on Chart 2,with revision exercises, spelling rules, etc.; Conclusion; Punctuation; Full stop, question mark and exclamation mark; Comma; Apostrophe; Quotation marks (speech marks) (66-99) (inverted commas); Don't always use 'said'; Colon and semicolon; Two punctuation exercises; Spelling; Dictionaries; Checking spellings without a dictionary; Electronic spellcheckers Spellcheckers that are part of a word-processorTwo, to and too; There and their; Books; Finding suitable books; Books for children to read; Useful reference books for pupils; Further reading for parents and teachers; Appendices; Appendix 1 - Intermediate Chart; Appendix 2 - more 'Look and Say' words; Appendix 3 - days, months etc. and number words; Appendix 4 - spelling rules; Appendix 5 - further work; Answers; Photocopiable resources; Complete Chart; Blank Chart; Alphabet Pictures; Small letters (lower case); Capital letters (upper case); 'Look and say' Words and unexpected Sounds Blank CardsGuide Chart; Keyword Chart; Checklist of letter combinations in suggested teaching order; Letter Combination; A5 Chart 1 and A5 Chart 2; Intermediate Chart; Blank Chart; Guide Chart; Keywords Chart; Addresses; Index |
| Record Nr. | UNINA-9910453022403321 |
|
Walton Margaret
|
||
| Hoboken, : Taylor and Francis, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Teaching Reading and Spelling to Dyslexic Children : Getting to Grips with Words
| Teaching Reading and Spelling to Dyslexic Children : Getting to Grips with Words |
| Autore | Walton Margaret |
| Pubbl/distr/stampa | Hoboken, : Taylor and Francis, 2012 |
| Descrizione fisica | 1 online resource (141 p.) |
| Disciplina | 372.43 |
| Soggetto topico |
Dyslexic children - Education
Reading disability Spelling disability Dyslexia |
| ISBN |
1-280-87367-1
9786613714985 1-136-60689-0 1-136-60688-2 0-203-41562-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title Page; Copyright Page; Table of Contents; Foreword; Acknowledgements; Introduction; Who is this book for?; Notes - gender, age, tolerance and photocopying; Sections in this book; General Information; When we read and write we are using a code; The Phonic Method; The 'Look and Say' Method, and using flash cards; The 'Real Books' Method; Regional pronunciation; Short and long vowels; Mispronunciation; Two types of spelling mistakes; Teaching hints; Use a multisensory approach; Motivation; Reading; Spelling; Using audio tapes for spelling tests; Cloze exercises; Conclusion
Organising the pupil's workChart 1; Introduction; Section 1 The alphabet; Consonants and vowels; Capital letters and small letters (upper case and lower case); The sounds of the letters are different from their names; Alphabet pictures and letter cards; Sorting out b and d; Building words (1); Rhyming; Jam Sandwich words; Other easy phonic words; Making simple sentences and introducing a few 'Look and Say' words; Three activities to practise simple words; Section 2 Unexpected Sounds; Building words (2); Section 3 Blends; Two activities for practising Blends; Building words (3); Conclusion Can you spot the Unexpected Sounds and Blends?Chart 2; Introduction; Explanation of Chart 2 and two types of boxes; Uses of Chart 2; Arrangement of the boxes; Suggested order of teaching the letter combinations on Chart 2,with revision exercises, spelling rules, etc.; Conclusion; Punctuation; Full stop, question mark and exclamation mark; Comma; Apostrophe; Quotation marks (speech marks) (66-99) (inverted commas); Don't always use 'said'; Colon and semicolon; Two punctuation exercises; Spelling; Dictionaries; Checking spellings without a dictionary; Electronic spellcheckers Spellcheckers that are part of a word-processorTwo, to and too; There and their; Books; Finding suitable books; Books for children to read; Useful reference books for pupils; Further reading for parents and teachers; Appendices; Appendix 1 - Intermediate Chart; Appendix 2 - more 'Look and Say' words; Appendix 3 - days, months etc. and number words; Appendix 4 - spelling rules; Appendix 5 - further work; Answers; Photocopiable resources; Complete Chart; Blank Chart; Alphabet Pictures; Small letters (lower case); Capital letters (upper case); 'Look and say' Words and unexpected Sounds Blank CardsGuide Chart; Keyword Chart; Checklist of letter combinations in suggested teaching order; Letter Combination; A5 Chart 1 and A5 Chart 2; Intermediate Chart; Blank Chart; Guide Chart; Keywords Chart; Addresses; Index |
| Record Nr. | UNINA-9910779107603321 |
|
Walton Margaret
|
||
| Hoboken, : Taylor and Francis, 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
