Beyond Initial Reading (RLE Edu I)
Nonfiction, Reference & Language, Education & Teaching, Teaching, Language Experience Approach, Reference
| Author: | John Potts | ISBN: | 9781136515286 |
| Publisher: | Taylor and Francis | Publication: | June 14, 2012 |
| Imprint: | Routledge | Language: | English |
| Author: | John Potts |
| ISBN: | 9781136515286 |
| Publisher: | Taylor and Francis |
| Publication: | June 14, 2012 |
| Imprint: | Routledge |
| Language: | English |
This book sets out a clear and logical framework for the teaching of reading throughout different age groups, whereby systematic progression can be developed within a structured framework. A detailed set of recommendations are offered and are both illustrated and justified, for the teacher to examine and use.
Much has been written about the importance of skilled and efficient reading and language usage in the early years of education, but all too few teachers are aware of the need for the development of reading skills in an ordered sequence with older children as well. Problems such as the motivation of the learner, the place of reading in a mass media age, the extent and classification of reading failure and the diagnosis of reading problems are examined, and the complexities of the linguistic background and of linguistic deprivation are covered thoroughly.
This book sets out a clear and logical framework for the teaching of reading throughout different age groups, whereby systematic progression can be developed within a structured framework. A detailed set of recommendations are offered and are both illustrated and justified, for the teacher to examine and use.
Much has been written about the importance of skilled and efficient reading and language usage in the early years of education, but all too few teachers are aware of the need for the development of reading skills in an ordered sequence with older children as well. Problems such as the motivation of the learner, the place of reading in a mass media age, the extent and classification of reading failure and the diagnosis of reading problems are examined, and the complexities of the linguistic background and of linguistic deprivation are covered thoroughly.
