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This book takes the reader step-by-step through an understanding of the research on reading and ways in which a single, determined person can make a difference in the learning ability of every student in our nation's schools.
A neuropsychologist shows how outmoded methods for teaching reading have resulted in plummeting literacy levels and offers a new program.
Nearly 40% of all fourth graders in this country cannot read at grade level, and this number rises to 60% for children raised in low-income households. This gap in learning increases as students enter middle school and is the primary reason for school failure. Ironically, the problem comes at a time when research demonstrates that nearly all children can learn to read if taught using research-based instruction. Why Kids Can't Read: Challenging the Status Quo in Education describes the principles of this research in language that noneducators can understand and educators can use. It discusses how to recognize whether the research on reading is being used appropriately and, if not, how to make that happen. Through the eyes of parents and educators who have succeeded in their own struggles to change the educational system, the book provides the necessary tools and knowledge for transforming the way reading is taught in their children's classrooms. Why Kids Can't Read takes readers step by step through the research on reading and describes how a determined person armed with the right tools can make a difference in the learning ability of every student in our nation's schools. The chapters in part 1 are written by individuals who discuss their battles and what made them successful. The chapters in part 2 are written by experts who describe how they have overcome the challenges involved in creating widespread change in school. Book jacket.
For Kylene Beers, the question of what to do when kids can't read surfaced in 1979 when she met and began teaching a boy named George. When George's parents asked her to explain why he couldn't read and how she could help, Beers, a secondary certified English teacher with no background in reading, realized she had little to offer. That moment sent her on a twenty-three-year search for answers to the question: How do we help middle and high schoolers who can't read? Now, she shares what she has learned and shows teachers how to help struggling readers with comprehension, vocabulary, fluency, word recognition, and motivation. Filled with student transcripts, detailed strategies, reproducible material, and extensive booklists, Beers' guide to teaching reading both instructs and inspires.
Why Kids Can't Spell is a resource reference book for parents and educators who have an interest in and a concern for children's spelling ability. The purpose of this book is to encourage and foster good spelling practices in the home and at school to reflect modern teaching methods. The design of this book uses a scope and sequence format with each chapter building on the previous one. Every chapter includes a discussion on spelling background knowledge. In this section one finds an analysis of children's writing samples, in accordance with J. Richard Gentry and Jean Wallace Gillet's Model of Spelling Development. This is followed by numerous inquiry-based, project based and generative ideas and activities. The activities in this book are practical and easy to prepare, use readily available materials and are meant to facilitate readers' understanding. All chapters are related and therefore, the reader is encouraged to browse and borrow from any chapter. The activities may be modified in order to appropriately challenge and meet individual needs.
Learning to read is the most important task of early childhood. All parents, indeed all of us, should be concerned that the methods used to teach this crucial skill are the best possible. In this book, the author describes the findings of the most up-to-date experimental research on beginning reading instruction. However, an examination of how children are taught to read reveals a large discrepancy between the methods currently used and those which research demonstrates are the most effective. This book provides answers some of the most controversial issues in education today.
The title When Bright Kids Can't Learn might seem to be an oxymoron. However one in five people fit the profile. For every such struggling student there are three advocated who are aggressively trying to find a solution. This book is written for those who are searching for the key that will set mind free.
For Kylene Beers, the question of what to do when kids can't read surfaced in 1979 when she met and began teaching a boy named George. When George's parents asked her to explain why he couldn't read and how she could help, Beers, a secondary certified English teacher with no background in reading, realized she had little to offer. That moment sent her on a twenty-three-year search for answers to the question: How do we help middle and high schoolers who can't read? Now, she shares what she has learned and shows teachers how to help struggling readers with comprehension, vocabulary, fluency, word recognition, and motivation. Filled with student transcripts, detailed strategies, reproducible material, and extensive booklists, Beers' guide to teaching reading both instructs and inspires.
This document presents the transcript of Congressional hearings to gather information as to why children cannot read. Current federal programs were reviewed as well. After opening statements of the Hon. Bill Goodling and the Hon. Tim Roemer, the transcript for the hearing held on July 10, 1997 on why children cannot read includes the texts of oral statements and prepared statements by the following individuals or organizations: Richard Venezky, Reid Lyon, Robert E. Slavin, Catherine Snow, Vivian L. Gadsden, Janet Nicholas, Barbara Ruggles, Margaret Doughty, the Hon. Bill Clay, and Carolyn McCarthy. The transcript for the hearing held on July 31, 1997 on a review of current federal programs on literacy includes the texts of oral statements and prepared statements by the following individuals or organizations: the Hon. Bill Clay, the Hon. Lamar Smith, Maris A. Vinovskis, Herbert Walberg, Joseph Johnson, Jr., Cheryl Wilhoyte, and Andrew Hayes. After an opening statement of the Hon. Bill Goodling, the transcript for the hearing held on September 3, 1997 on teachers as the key to helping America learn to read includes the texts of oral statements and prepared statements by the following individuals or organizations: Ann W. Mintz, Debra Wakefield, Kimberly Wilson, Laura D. Fredrick, Beth S. Check, Louisa C. Moats, Nancy Thompson, and materials submitted by the Hon. Bobby Scott. (RS)
