The Cognitive Foundations of Reading and Its Acquisition

The Cognitive Foundations of Reading and Its Acquisition

A Framework with Applications Connecting Teaching and Learning

Wesley A. Hoover, William E. Tunmer

This book serves as a succinct resource on the cognitive requirements of reading. It provides a coherent, overall view of reading and learning to read, and does so in a relatively sparse fashion that supports retention. The initial sections of the book describe the cognitive structure of reading and the cognitive foundation upon which that structure is built. This is followed by discussions of how an understanding of these cognitive requirements can be used in practice with standards, assessments, curriculum and instruction, to advance the teaching of reading and the delivery of interventions for students who encounter difficulties along the way. The book focuses on reading in English as its exemplar, but shows how its framework can be adapted to understand the broad cognitive requirements for reading and learning to read in any phonologically-based orthography. It provides a way for reading professionals to think about reading and its development and gives them mechanisms that, coupled with such understanding, will help them link what children must know to become strong readers to what teaching can best provide through the competent use of available tools. In this way, the book will help reading professionals be both efficient and effective in what they provide all their students and be much better equipped to support those students who struggle to learn to read.

Teaching Reading to Bilingual Children Study: Instruction

Betty J. Mace-Matluck

Description unavailable for this volume in the current provider response.

Teaching Reading to Bilingual Children Study: Reading growth

Betty J. Mace-Matluck

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Teaching Reading to Bilingual Children Study: Executive summary

Betty J. Mace-Matluck

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Language and Literacy Learning in Bilingual Instruction

A Case Study of Practices and Outcomes

Betty J. Mace-Matluck, Wesley A. Hoover, Domingo Domínguez

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Teaching Reading to Bilingual Children Study: Oral language growth

Betty J. Mace-Matluck

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Speculations on Speculation

Theories of Science Fiction

James E. Gunn, Matthew Candelaria

Science fiction is a field of literature that has great interest and great controversy among its writers and critics. This book examines the roots, history, development, current status, and future directions of the field through articles contributed by well-respected science fiction writers, teachers, and critics. The articles 'speculate' on what is science fiction, is science fiction serious literature, which writers are considered good science fiction writers, and where the genre of science fiction is headed with 21st-century writers. Contributors include Brian W. Aldiss, Kathryn Cramer, Samuel R. Delany , David G. Hartwell, Ursula K. Le Guin, Barry N. Malzberg, Darko Suvin, Michael Swanwick, and many other outstanding authors. Examining all genres and subgenres of science fiction writing, this book provides differing viewpoints on science fiction, making it a great basis for dynamic classroom discussions.

5 Kinds of Nonfiction

Enriching Reading and Writing Instruction with Children's Books

Melissa Stewart, Marlene Correia

Once upon a time...children's nonfiction books were stodgy, concise, and not very kid friendly. Most were text heavy, with just a few scattered images decorating the content and meaning, rather than enhancing it. Over the last 20 years, children's nonfiction has evolved into a new breed of visually dynamic and engaging texts.In 5 Kinds of Nonfiction: Enriching Reading and Writing Instruction with Children's Books , Melissa Stewart and Dr. Marlene Correia present a new way to sort nonfiction into five major categories and show how doing so can help teachers and librarians build stronger readers and writers. Along the way, they: Introduce the 5 kinds of nonfiction: Active, Browseable, Traditional, Expository Literature, and Narrative -;and explore each category through discussions, classroom examples, and insights from leading children's book authorsOffer tips for building strong, diverse classroom texts and library collections. Provide more than 20 activities to enhance literacy instructionInclude innovative strategies for sharing and celebrating nonfiction with students.With more than 150 exemplary nonfiction book recommendations and Stewart and Correia's extensive knowledge of literacy instruction, 5 Kinds of Nonfiction will elevate your understanding of nonfiction in ways that speak specifically to the info-kids in your classrooms, but will inspire all readers and writers.

Reading for Understanding

How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms

Cynthia Greenleaf, Ruth Schoenbach, Linda Friedrich, Lynn Murphy, Nika Hogan

Improve student outcomes in reading and literacy with the latest edition of this bestselling text The newly revised Third Edition of Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms is the latest iteration of the best-selling, landmark book in the field of adolescent literacy. The book contains strategies for boosting the reading independence of middle, secondary, and college students. Research conducted by NSF, IES, and OIIhas validated the model taught in Reading for Understanding, demonstrating its effectiveness in raising students’ reading achievement levels. The authors teach a clear and concise instructional framework for students at all learning levels, from those with special learning needs to those taking honors and Advanced Placement courses. The book also includes: A direct correlation to disciplinary literacy, making the book an even more valuable resource in a wide range of classrooms Explanation of the social and personal dimensions for building a foundation for engaged learning Discussions of the value of setting aside dedicated class time for independent, silent reading With collaboration tips that go beyond the classroom and advice on building a cognitive “reading toolbox,” Reading for Understanding is an indispensable resource for teachers at the Grade 6 and up, literacy coaches, reading teachers, community college instructors, and other school leaders.

Educating Learners with Down Syndrome

Research, theory, and practice with children and adolescents

Rhonda Faragher, Barbara Clarke

For individuals with Down syndrome, the extent of the effect of intellectual disability depends largely on the degree of provision of appropriate support and intervention. In Educating Learners with Down Syndrome, editors Rhonda Faragher and Barbara Clarke have brought together a number of expert contributors, whose chapters review recent findings in the field of DS education, highlight promising practices, and identify areas for future research. While the emphasis is primarily on the school years, links to early intervention and to life post-16 are made, with chapters organized into three parts: conceptual overview of issues in learning and teaching, learning mathematics, and literacy development. The book is also united by the cohesive themes of assessment, evidence-based practice, and inclusive practices. Educating Learners with Down Syndrome importantly incorporates the voices of individuals with Down syndrome, whose personal narratives add significance to the research mission of the text and demonstrate the authors' inclusive philosophy. Aimed at researchers, teacher educators, higher degree students, and policy makers, this book is the first of its kind to provide a compendium of research on educating learners with Down syndrome.

100 Skill-Building Lessons Using 10 Favorite Books

A Teacher's Treasury of Irresistible Lessons and Activities That Help Children Meet Important Learning Goals in Reading, Writing Math and More

Susan Lunsford

Teacher Susan Lunsford shares her best book-based lessons in every subject area. Launch a measurement lesson with Amy Hest’s The Purple Coat, discuss spelling strategies with Marc Brown’s Arthur’s Teacher Trouble , explore multiplication with Tomie dePaola’s The Art Lesson, and much more! Your students will love the connection to their favorite books—and you’ll love meeting standards while fostering a love of literature. For use with Grades 1-3.

Frankenstein by Mary Shelley

Teacher Guide

Gloria Levine

Activities to be used in the classroom to accompany the reading of Frankenstein by Mary Shelley.

Cognitive Foundations of Reading: A Multidimensional Framework for the Science of Literacy

A Multidimensional Framework for the Science of Literacy

Moody, Kimberly

The science of reading has transformed the landscape of literacy instruction by grounding reading pedagogy in decades of cognitive, linguistic, and neuroscientific research. Built on five key pillars, phonemic awareness, phonics, fluency, vocabulary, and comprehension, science of reading research emphasizes sound-letter relationships, in contrast to the traditional “three-cueing” system, which encourages students to guess words based on pictures. Yet, as the conversation around reading science has evolved, so too has the recognition that reading is far more than a set of discrete skills; it is a deeply cognitive, emotional, social, and cultural process. There remains a pressing need for interdisciplinary research that examines literacy through a broader, more integrated lens—one that honors the complexity of how humans think, feel, and connect through reading. Cognitive Foundations of Reading: A Multidimensional Framework for the Science of Literacy bridges the gap between scientific research and the lived realities of learners and educators by examining the interplay among brain-based processes, language systems, motivation, self-regulation, and social context in literacy development. This book moves the field beyond the science of reading toward a comprehensive science of literacy, integrating cognition, emotion, and human connection to strengthen teaching, learning, and overall flourishing. Covering topics such as cognitive foundations of reading, reading instruction, and social-emotional learning, this book is an indispensable academic resource for graduate and doctoral students, teacher educators, literacy specialists, practicing teachers, instructional coaches, administrators, curriculum designers, policymakers, and more.

Foundations of Reading Acquisition and Dyslexia

Implications for Early Intervention

Benita A. Blachman

The aim of the book is to demonstrate what the research shows of how children learn to read, especially of the role of phonology awareness in learning to read & how interventions may best work with those who have incomplete phonological awareness.

Creating Equitable Literacy Learning Environments

A Transformative Model

Helen Adam

This groundbreaking book introduces the Model for Equitable Literacy Learning Environments (MELLE), a comprehensive framework that integrates evidence-based instruction with culturally responsive pedagogy to create truly equitable learning environments for all children. Despite decades of reading instruction reform, persistent achievement disparities remain between students from marginalised communities and their more privileged peers. Drawing on extensive international research across Australia, the United Kingdom, and the United States, the author examines how three key dimensions—quality instruction, opportunity to read, and authentic representation in reading materials—must work together within supportive cultural and community contexts. Interwoven with real-classroom examples, the text showcases how this framework can be applied to address persistent achievement gaps and promote inclusive education. Moving beyond polarised literacy debates, this book is a must-read for educators seeking practical solutions to create equitable learning environments that empower learners from a range of backgrounds.

Crossing Boundaries in Researching, Understanding, and Improving Language Education

Essays in Honor of G. Richard Tucker

Dongbo Zhang, Ryan T. Miller

This volume brings together original papers from language education scholars from around the world to explore, exemplify, and discuss the multiplicity of boundary crossing in language education. It emphasizes the potential of boundary crossing for expansive learning, and aims to generate new insights, through boundary crossing, into the complexity of language education and approaches to innovative practices. This volume also underscores the important role of expert boundary crossers. In particular, it aims to honor G. Richard Tucker, Paul Mellon University Professor Emeritus of Applied Linguistics at Carnegie Mellon University, celebrating his distinguished scholarship on language education and paying tribute to the inspiration and mentorship he has given to the contributors of this volume to cross boundaries academically and professionally. This volume is organized into four sections, namely, language learning and development; teachers and instructional processes; program innovation, implementation, and evaluation; and language-in-education policy and planning. These sections or themes, which are necessarily cross-cutting, also represent the major areas of scholarship where Prof. Tucker has made distinguished contributions for over half a century.

Resources in Education

Unknown author

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Educating Exceptional Children 2002/2003

Unknown author

Selected articles from magazines, newspapers and journals covering the education of exceptional children.