Assessing Reading gives the classroom teacher all they need to construct reading tests. First of all, it covers the question--what is reading. You might be surprised to learn that we don't really know what reading is. Next, the author introduces several theories on how to assess reading skills. The meat of the book, however, is the detailed examination of several testing methods. Using theories of reading, you will be able to more accurately assess the reading skills of your students. I recommend this for teachers who are teaching reading. This book will help you to understand some of the processes behind what your students are doing while reading.
Uzupełnieniem kompletu są 3 płyty CD o sygn. CD.304 lub CD.305.
"Read and Think", a four-level reading series, explores dynamic and contemporary issues set in articles, letters, plays, poems, speeches and stories. The main readings in each unit give two points of view on the same topic, leading to debate topics for students to discuss in class. The debate topics can also be used as a stepping stone to writing. Graphic support includes cartoons, charts, diagrams, illustrations, maps and photos. Students learn to read and think with purpose by following extensive reading strategies, language notes, exam strategies and culture notes. Special concepts boxes expand on core ideas within readings. To give students real-world background in subjects they encounter in their studies, topics cover a wide range of disciplines, including astronomy, criminology, economics, film studies, geography, history, literature, philosophy, political science, psychology, medicine, sociology and more.
Uzupełnieniem kompletu są 3 płyty CD o sygn. CD.304 lub CD.305.
This "Teacher's Manual" provides you with all you need to get the most out of "Read and Think" - and the most out of your students. Background information on each topic provides extra information for classroom discussion. Answer keys make checking student's work easy. Summary notes for the reading passages help for quick preparation. Suggestions on how to use the grammar sections in class make for active grammar lessons. Ideas for how to use the debate activities as debates, discussions and writing assignements provide flexibility. In addition, teaching notes are included throughout the "Teacher's Manual" to provide tips on classroom management, optional activities and learning strategies.
Teaching students specific literacy skills is important--but equally critical, and often overlooked, is giving them the time and opportunity to read actual texts. Bringing together leading scholars, this book focuses on how teachers can improve both the quality and quantity of reading experiences in K-12 classrooms. Essential topics include factors that make reading tasks more or less productive for different types of learners, ways to balance independent reading with whole-class and small-group instruction, how to choose appropriate texts, and the connections between reading engagement and proficiency. The relevant research literature is reviewed, and exemplary practices and programs are described.
Prepares pupils for the Advanced Reading tests. This book is full of exercises and examples to help develop key reading skills. It includes tips that support students on how to approach the Reading tasks in CAE and MPO for further practice online. It is a 'With Key' version.
Prepares pupils for the First Reading tests. This book is full of exercises and examples to help develop key reading skills. It also includes tips that support students on how to approach the Reading tasks in FCE and MPO for further practice online. It is a 'With Key' version.
The Longman Exams Skills series is for students preparing for the First Certificate and Proficiency exams. The books in each set provide through preparation for each of the papers with lots of practice based on real exam tasks.
The sixth edition of this landmark reference represents classic and trend-setting scholarship that is among the best in the field. Through careful evaluation of reader surveys and focus groups, the editors have extended the books reach into domains of research and instruction that affect practitioners, graduate students, literacy teacher educators, and researchers. Over half of the chapters in this edition are new to Theoretical Models and Processes of Reading, and eight of these new chapters were specially commissioned for this volume. Twenty percent of the chapters from previous editions have been revised by their authors to reflect current research and instructional developments in the field. Questions for Reflection accompany each chapter to assist readers in transforming their current knowledge base through discussion and deeper thinking about theory, research, and instruction.
This lively collection of more than 100 classroom activities provides teachers with engaging ways to incorporate extensive reading into their classrooms. The creative and fun speaking, listening, role-play, reading, writing, and vocabulary activities, all linking reading to the rest of the curriculum, are suitable for students of all ages and levels. Teachers will find this handbook a valuable resource not just for reading courses, but for all types of language courses.
Includes bibliographical references (p. 251-263) and index.
A trusted resource for day-to-day guidance, professional development, and certification courses, this nuts-and-bolts text explains the varied roles and responsibilities of reading specialists in grades K-12. Rita Bean offers evidence-based best practices for working with struggling readers, supporting teachers, planning curricula, and collaborating with parents, community programs, and granting agencies. Useful features include discussion questions, self-reflective exercises, and lively examples and vignettes.
Uzupełnieniem zestawu są książki o sygn. 13308 XXIV CZYT. i 13309 XXIV CZYT.
The "Read and Think" Audio Program provides you with access to recordings of the twenty-four readings within the chosen level. In addition to further stimulating your students' interest in the unit topics, this audio component allows you the option of integrating a listening component into your course. The use of authentic American accents increases students' confidence in hearing, listening to and understanding spoken English. The CDs and cassettes can be used in class or alternatively as a self-study component.
Includes bibliographical references (p. 151-153) and index.
Guided reading is a staple of elementary literacy instruction, yet planning and conducting reading groups can be time consuming and challenging. This hands-on book presents an innovative approach to guided reading that is manageable even for teachers who are new to small-group, differentiated reading instruction. Numerous classroom examples illustrate how to organize groups and select suitably challenging materials, structure group sessions, provide scaffolding and cues while listening to students read, and balance small-group with whole-class instruction. Special features include scheduling aids and lists of common cues for beginning and older readers, as well as suggestions for further reading at the end of each chapter.
Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory. The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development. The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading.
This original and engaging book makes the case that extensive reading provides essential practice in learning to read. This original and engaging book makes the case that extensive reading provides essential practice in learning to read. Extensive reading also develops a positive attitude toward reading so often missed in second language reading classrooms. The authors examine the cognitive and affective nature of reading. They also offer a wealth of practical suggestions for implementing extensive reading, including integrating it into the curriculum, establishing a library, selecting reading material, and record-keeping evaluation. It contains a wide variety of classroom activities to supplement individualized silent reading, and a valuable bibliography of the best books written for English language learners.
This bestselling teacher resource and widely adopted text demonstrates the "whats," "whys," and "how-tos" of explicit reading instruction for struggling Kľ8 learners. The book describes 23 skills and strategies associated with vocabulary, comprehension, word recognition, and fluency. Ways to explain each skill or strategy are illustrated in real-world examples that teachers can use as starting points for their own lessons. Retaining the straight-talking style that made the prior edition so popular, the second edition has been revised and updated to reflect reader feedback and the latest research.
The materials are intended to be creative, presenting the students with motivating material; fluency-focused, bringing in accuracy work only in so far as it is necessary to the completion of an activity; task-based and focused on problem-solving, motivating students to use language in an active and practical way, as well as relating the tasks to the students' own experiences. "Oxford Supplementary Skills" can be used as a supplement to a core course book for extra practice and also as modular course material, offering the teacher scope for flexibility.
Teaching and Researching: Reading is designed to help language professionals understand the complex nature of reading. This volume builds connections from research on reading, to sound instructional practices and action research possibilities. Offering an overview of reading theory, it summarises the main ideas and issues in first and second language contexts and covers key research studies. Grabe and Stoller then explicitly link this research to teaching practice. In addition to providing erudite research analysis, this is a practical volume and the authors offer advice for practitioners and researchers including a 12-step procedure for conducting meaningful action research projects on reading-related topics, with 27 outlined models for teacher adaptation and use, and numerous figures which can used for both action research and classroom instruction. Learning aids are also featured in the text, including: - key concept boxes and glossary of key terms - quote boxes highlighting critical issues in the field - index of studies summarised by theme - index of model action research projects organised by theme - resource list of relevant journals, books and websites. Written in an accessible style, Teaching and Researching: Reading is a valuable resource for teacher trainers, practicing teachers, materials writers and researchers. William Grabe is Professor of English and Chair of the English Department at Northern Arizona University. He is currently President of the American Association for Applied Linguistics. Fredricka L. Stoller is Associate Professor of English at Northern Arizona University. She has coauthored two reading textbooks, developed reading curricula, and written teacher-training articles on reading instruction.
Are you about to start a new story with your junior class? Or are you planning to read newspaper articles with your adult students, or maybe a play or a poem? Whatever the text, "Headstarts" provides an original lead-in. The author draws on her teaching experience to show how an interesting lead-in to a text-based lesson can unlock a treasury of linguistic usage and stimulate students' curiosity and motivation to learn. The one hundred original pre-text activities are designed to improve students' learning abilities and strengthen their linguistic confidence. They should also help improve students' motivation and confidence by bringing the text to life. The book features activities for use with almost any text, from short articles and poems to full-length novels and plays and is suitable for all levels and abilities. Many activities include little or no preparation and use a "recipe" format.