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List of figures | ||
List of contributors | ||
Acknowledgements | ||
Introduction | ||
Pt. I | What does research tell us about learning to be a reader? | 1 |
1 | The reading process and learning to read: an update | 3 |
2 | Building a house of fiction: a little, daily miracle | 27 |
Pt. II | Which books should we use? | 37 |
3 | Choosing books for young readers | 39 |
4 | Reading is more than words and sentences | 72 |
Pt. III | How should we encourage children to be readers? | 91 |
5 | Reading for real in the classroom: observation, coaching and practice | 93 |
6 | The literacy environment of the classroom | 113 |
7 | Forward to fundamentals - the foundations of literacy: the need for a comprehensive approach to language and literacy | 123 |
8 | Paired Reading with peers and parents: factors in effectiveness and new developments | 145 |
9 | Real assessment for real readers | 166 |
10 | Supporting readers with English as an additional language | 191 |
11 | Struggling readers | 208 |
Index | 223 |
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