Elementary Reading Instruction

Publisher Summary Children are ready to begin learning how to read at about six years of age and do so in six to eight years. This chapter illustrates the concepts of excellent reading as constructively responsive reading, the information processing components that interact to produce constructively responsive reading, emergent reading during the preschool years, phonemic awareness, experimental research on primary-grades instruction, and comprehension strategies instruction. It also highlights the excellence of elementary literary teachers in detail. Good readers exert great effort comparing parts of text, holding disparate ideas in working memory while searching for related ideas throughout the text, and rereading to clarify how previously encountered information is related to parts of the text just covered. The most important principles of brain functioning is that most processing is broadly distributed across the brain rather than strictly localized. Good readers possess a great deal of declarative knowledge that can be used in conjunction with procedural knowledge as part of skilled reading. Preschoolers are active in the development of their own literacy, seeking out and initiating many behaviors that are literate and literacy fostering.

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