Preventing Reading Difficulties in Young Children [Chapters 4 and 5]
Catherine E. Snow, M. Susan Burns, Peg Griffen
Suggesting that empirical work in the field of reading has advanced sufficiently to allow substantial agreed-upon results and conclusions, this literature review cuts through the detail of partially convergent, sometimes discrepant research findings to provide an integrated picture of how reading develops and how reading instruction should proceed. The focus of the review is prevention. Sketched is a picture of the conditions under which reading is most likely to develop easily--conditions that include stimulating preschool environments, excellent reading instruction, and the absence of any of a wide array of risk factors. It also provides recommendations for practice as well as recommendations for further research. After a preface and executive summary, chapters are the following: (a) Introduction, (b) The Process of Learning to Read, (c) Who Has Reading Difficulties, (d) Predictors of Success and Failure in Reading, (e) Preventing Reading Difficulties before Kindergarten, (f) Instructional Strategies for Kindergarten and the Primary Grades, (g) Organizational Strategies for Kindergarten and the Primary Grades, (h) Helping Children with Reading Difficulties in Grades 1 to 3, (i) The Agents of Change, and (j) Recommendations for Practice and Research. The review contains biographical sketches of the committee members and an index. Contains approximately 800 references.
Catherine E. Snow, M. Susan Burns, Peg Griffen. Preventing Reading Difficulties in Young Children [Chapters 4 and 5] (1998). National Academy Press: Washington, DC.
Sponsoring Agency: National Research Council
Reading Level: Average
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This book is intended primarily for policy-makers. However, administrators, teachers, preservice students, and university faculty can also use the information.
The contributing authors to this book were persons who were experienced and recognized by their peers to have expertise in the areas of early childhood and primary education, literacy, reading, linguistics, and socio-linguistics. Many of the contributors spoke more than one language in addition to English. Some of the contributors were parents and many had classroom teaching experience.
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