This book addresses the area of reading and literacy instruction for Spanish-speaking students. It is comprehensive in that it includes information on language, academic language instruction, reading, decoding, listening, speaking, transfer of components from Spanish to English, and comprehension development. Also, it has sample lessons in kindergarten, first, second, and third grades which give the teacher some examples on how to utilize a balanced systematic and comprehensive approach to teaching reading. There is also other information included in the Appendix of this book that has been completed by the author—some examples of which also appear in the Leamos espanol reading series. Finally, throughout the various chapters on reading and literacy instruction and sample instructional plans, the author has included several examples that will be helpful in developing various reading skills with Spanish-speaking students. It is, therefore, the hope of the author that this book will offer some suggestions, review of the literature, research information, and lesson plan examples that will assist parents, teachers, and the children to learn to read and also learn literacy skills in Spanish. Chapter titles include: Direct Instruction; Developing the Foundations of Literacy: Oracy; Language Develop-ment and Instruction; Academic Language and Literacy Instruction; Reading and Literacy Instruction for Spanish-Speaking Students; Instructional Plans for Teaching Spanish-Speaking Students Reading and Literacy in Kindergarten Through Third Grade; Supplemental Reading Instruction to Develop Second Language Literacy; Transfer of Reading from Spanish to English; Reading Components that Transfer from Spanish to English; and Reflections and Summation.
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Direct instruction is a method by which students are taught face to face in small or large groups utilizing systematic and explicit instruction. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
magic blouse, utilizing direct instruction, direct instruction methodologies, sonido oyen, various vocabulary words, language development standards, oral language proficiency, language acquisition stages, language development program, direct instruction curriculum, decodable text, transitional bilingual education programs, cada sonido, language proficiency assessments, interdependence hypothesis, bilingual immersion, phonemic awareness activities, decontextualized language, beginning reading instruction, second language development, language minority students, oral reading fluency, immersion strategy, phonological awareness skills, direct instruction model Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, United States, Reading Research Quarterly, Journal of Educational Psychology, Lawrence Erlbaum, California State Board of Education, Exceptional Children, California Department of Education, John Shefelbine, Language Big Books, Leamos Ejercicio, The Reading Teacher, University of Oregon, Englewood Cliffs, Idea Proficiency Test, Individual Turns, International Reading Association, Leamos Lengua, Prentice Hall, Science Research Associates, Educational Researcher, Los Angeles, San Francisco, Charlotte's Web, Developmental Psychology New!
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Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Direct instruction is a method by which students are taught face to face in small or large groups utilizing systematic and explicit instruction. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
magic blouse, utilizing direct instruction, direct instruction methodologies, sonido oyen, various vocabulary words, language development standards, oral language proficiency, language acquisition stages, language development program, direct instruction curriculum, decodable text, transitional bilingual education programs, cada sonido, language proficiency assessments, interdependence hypothesis, bilingual immersion, phonemic awareness activities, decontextualized language, beginning reading instruction, second language development, language minority students, oral reading fluency, immersion strategy, phonological awareness skills, direct instruction model Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, United States, Reading Research Quarterly, Journal of Educational Psychology, Lawrence Erlbaum, California State Board of Education, Exceptional Children, California Department of Education, John Shefelbine, Language Big Books, Leamos Ejercicio, The Reading Teacher, University of Oregon, Englewood Cliffs, Idea Proficiency Test, Individual Turns, International Reading Association, Leamos Lengua, Prentice Hall, Science Research Associates, Educational Researcher, Los Angeles, San Francisco, Charlotte's Web, Developmental Psychology New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
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This book cites 19
books:
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- Systematic Instruction in Reading for Spanish-Speaking Students by John Shefelbine in Front Matter (1), Front Matter (2), and page 6
- Three Little Kittens by Paul Galdone on page 36, and page 37
- Language for Learning by Siegfried Engelmann on page 53, and page 140
- The Lion, the Witch and the Wardrobe (The Chronicles of Narnia) by C. S. Lewis on page 37, and page 40
- Reading and Writing Workbook, Grade 4 (Open Court Reading) by McGraw-Hill on page 136
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