Book Description
"
How the Brain Learns to Read makes the important connections between reading and brain research accessible for teachers and parents. It is definitely a book that I will recommend to teachers and my undergraduate and graduate students."
Diane Barone, Professor of Literary Studies
University of Nevada
"
How the Brain Learns to Read is a comprehensive, teacher-friendly book. Sousa not only clarifies the complex act of reading, he provides practical â€~use-tomorrow’ strategies and guidelines for designing a successful reading program. This book makes a significant contribution to the field. I highly recommend it."
Pat Wolfe
Author, Building the Reading Brain, PreK-3
"Sousa has hit a home run with
How the Brain Learns to Read, giving us a specific application of brain research that takes us from generalizing about how the brain learns to how the brain learns to read."
Robin Fogarty, Educational Consultant
Robin Fogarty & Associates, Ltd
Use the power of neuroscience to develop better readers in your class!
What must the brain learn in order to read effectively? What has research revealed about phonics and whole language approaches to reading instruction? Arm yourself with the most current neuroscientific information available and start your students down a lifelong path as successful readers.
How the Brain Learns to Read presents what scientists have uncovered about how children develop spoken language and use spoken language abilities when learning to read. Best-selling author David Sousa explores source material on brain research and provides scores of practical reading strategies for the K-12 classroom. Complete with relevant brain diagrams and informative tables, this exciting new book examines critical concepts including:
- Understanding language acquisition and its relationship to reading
- Incorporating modern research findings in your classroom
- Recognizing and overcoming reading problems, including early intervention programs
- Content area reading with strategies to improve vocabulary and comprehension
- Developing a successful reading program that encourages teachers to be researchers
Reading is essential for success in our society. With this guide to cutting-edge reading research, you’ll find the keys to unlocking reading success in your students!
See
David A. Sousa's How the Brain Learns, The 4-Book Collection
Customer Reviews:
Good book.......2007-07-05
This book is useful. It was a required text for a graduate level class I took for my Master's degree.
Awesome Info on Brain Development.......2007-05-12
I am a staff developer for teachers and parents regarding children from pre-birth to 99. The information that Sousa delivers in this text is invaluable. It helps us to understand in layman's terms, exactly what is involved in the brain and learning to read. Sousa is a topnotch author writing in a way that is so user friendly for parents, teachers, caretakers, administration....
I use his books like bibles when I instruct. Thank you Dr. Sousa for your wonderful gifts ....
How the Brain Learns to Read.......2007-03-12
This book should be required reading for any teacher of reading. It is very readable and hard to put down.
Book Description
Marie Clay, in her foreword, says that this important book will help raise the profile for what is needed to get all children off to a good start in education. And a good place to start is with Carol Lyons.
Lyons does a masterful job of introducing teachers to the concepts, categories, language, and arguments pertaining to the brain's control of what readers do. She offers a new way of thinking about learning, about how the mind develops, and about what teachers can do to reach struggling readers. She draws on examples from interactions with her son and her own teaching, from research, and from the work of ten expert teachers, who have successfully taught those children often considered the hardest to teachchildren with learning disabilities, language delays, or attention deficit (hyperactivity) disorder. In addition, she supplies numerous transcripts of teacher-student conversations and end-of-chapter tips to guide teachers to observe their students and plan instruction more effectively.
Lyons' lifework has been the cognitive development of children. For decades, she has worked side by side with them, observing and researching what exactly goes on as they read and write. Now she has given us a book that is both accessible and fascinating, that explores topics too often overlooked or avoided. She offers a breakthrough explanation of the role emotion and the brain play in learning to read. Most important, she provides specific advice, with examples, to illustrate how to enable students to read and write, whatever their needs or abilities.
Customer Reviews:
Rip-off.......2007-03-11
I received the book in time. So far so good. When I opened the book, I found that the binding was broken and pages were falling out. I emailed the seller about the issue. She said return it for credit. I said "OK, but I want my return postage included in my refund." No answer! After three emails finally got response. No response. I decided to return it anyway since it was doing me no good here. Today is March 10, 2007. Still no credit to my account, no response to my emails. You tell me what my ratings for this transaction should be.
Teaching.......2006-03-20
I thought the book arrived in a timely manner and that it was reieved in good condition.
Book Description
Text Mining Application Programming teaches software developers how to mine the vast amounts of information available on the Web, internal networks, and desktop files and turn it into usable data. The book helps developers understand the problems associated with managing unstructured text, and explains how to build your own mining tools using standard statistical methods from information theory, artificial intelligence, and operations research. Each of the topics covered are thoroughly explained and then a practical implementation is provided. The book begins with a brief overview of text data, where it can be found, and the typical search engines and tools used to search and gather this text. It details how to build tools for extracting and using the text, and covers the mathematics behind many of the algorithms used in building these tools. From there you'll learn how to build tokens from text, construct indexes, and detect patterns in text. You'll also find methods to extract the names of people, places, and organizations from an email, a news article, or a Web page. The next portion of the book teaches you how to find information on the Web, the structure of the Web, and how to build spiders to crawl the Web. Text categorization is also described in the context of managing email. The final part of the book covers information monitoring, summarization, and a simple Question & Answer (Q&A) system. The code used in the book is written in Perl, but knowledge of Perl is not necessary to run the software. Developers with an intermediate level of experience with Perl can customize the software. Although the book is about programming, methods are explained with English-like pseudocode and the source code is provided on the CD-ROM. After reading this book, you'll be ready to tap into the bevy of information available online in ways you never thought possible.
Customer Reviews:
An excellent guide to mining the Net.......2006-07-03
Software developers learn how to mine information on the Web and turn it into valuable data; but developers need to understand how data mining works. For a programmer's application-oriented review, Text Mining Application Programming is the item of choice: it reviews text data, how it's found, and how search engines locate and gather it. Next, it teaches how to build spiders to crawl the Web, how to use the information, and how to monitoring it. Perl developers will find its Perl-based code useful, but it's not necessary to know Perl to run the software herein. An excellent guide to mining the Net.
How to Find Information.......2006-06-07
There is an old expression that half of knowing anything is knowing where to find it. And there is little more frustrating to be looking at 'My Computer' trying to find what you know you have stored in a file somewhere. Well, perhaps just as frustrating is to go to one of the search engines and try to find something that you know is there but just don't know the proper words to find it.
In this book Dr. Konchady talks about how to go find data that is in text form on your system, on your network or out on the web somewhere. It talks about search engines, but also about other techniques that can be used only by programming.
The CD that comes with the book contains several Perl software snippets that help to find named entities, parts of speech, phrases and gives a summary of text documents. This area includes developing web crawlers that can be adapted by individual users to go out and find specialized information. It further contains an Open Source software package called Text Mine that is designed for mining operations. In addition it has utilities to build and enhance Text Mine and utilities to build and manage MySQL database tables. This is an excellent book on everything from the basic hints and types through some of the mathematics that underlies text mining.
His section on the nature of an English language Question and Answer system is the best I've ever seen.
Book Description
This text is intended to help readers understand and critique research in language learning. The paperback edition is intended to help readers understand and critique research in language learning. It presents a balanced and objective view of a range of methods - including formal experiments, introspective methods (including diaries, logs, journals, and stimulated recall), interaction and transcript analysis, ethnography, and case studies. Other topics covered are elicitation techniques, program evaluation, and action research. The book is highly accessible and does not assume specialist or technical knowledge. This volume will be of interest to students of applied linguistics and educational researchers, in addition to classroom teachers and teachers-in-training. After reading the book and completing the tasks and exercises included in each chapter, readers should be able to understand and critique published studies in the field of language learning. They should also have acquired sufficient skills and knowledge to formulate research questions, collect relevant data relating to the questions, analyze and interpret the data, and report the results to others. Throughout the book, theoretical issues are drawn from published studies and reports. The book also emphasizes to language teachers the professional and practical value of reading published research, and initiating their own research
Customer Reviews:
Very useful for EFL / ESL teachers.......2006-11-03
A very useful book, with detailed information about materials design as a whole and lots of hints for those who aren't familiar with it. Highly recommended for EFL / ESL teachers.
A must have for any Applyed Linguistic.......2006-03-10
Great book! It's a great source for researchers! It's worth every penny!
Book Description
The best way to teach is to learn together with the students. One of the rare breed of teachers who do know this is Nancie Atwell.
- The New York Times
Reading this book can be revolutionary. . . . Atwell leads us to new understandings of teaching and learning in a workshop classroom.
- Voices from the Middle
When first published in 1987, this seminal work was widely hailed for its honest examination of how teachers teach, how students learn, and the gap that lies in between. In depicting her own classroom struggles, Nancie Atwell shook our orthodox assumptions about skill-and-drill-based curriculums and became a pioneer of responsive teaching. Now, in the long awaited second edition, Atwell reflects on the next ten years of her experience, rethinks and clarifies old methods, and demonstrates new, more effective approaches.
The second edition still urges educators to "come out from behind their own big desks" to turn classrooms into workshops where students and teachers create curriculums together. But it also advocates a more activist role for teachers. Atwell writes, "I'm no longer willing to withhold suggestions and directions from my kids when I can help them solve a problem, do something they've never done before, produce stunning writing, and ultimately become more independent of me."
More than 70 percent of the material is new, with six brand-new chapters on genres, evaluation, and the teacher as writer. There are also lists of several hundred minilessons, and scripts and examples for teaching them; new expectations and rules for writing and reading workshops; ideas for teaching conventions; new systems for record keeping; lists of essential books for students and teachers; and forms for keeping track of individual spelling, skills, proofreading, homework, writing, and reading.
The second edition of In the Middle is written in the same engaging style as its predecessor. It reads like a story - one that readers will be pleased to learn has no end. As Atwell muses, "I know my students and I will continue to learn and be changed. I am resigned - happily - to be always beginning for the rest of my life as a teacher."
Customer Reviews:
Excellent!.......2003-10-09
A book that helped inspire me to become a teacher. Some other reviewers may not find it totally "practical" for them to adopt, but anyone with common sense would know that you take what works best for you from as many legitimate resources as possible and adapt.
Based on years of First Hand experience.......2003-10-09
You can let students have choices about what to write and still have formal guidelines, unlike what the other reviewer/teacher wrote. Nancie Atwell's book is based on years of her own first-hand experiences in the classroom, and, as someone who assigns and reads well over 1000 formal essays per school year to over 200 students, I'll listen to Atwell's advice before some burned out teacher's rantings about the need to drill, drill, drill.
Condensed version, please.......2003-07-27
I bought two copies of this book from Amazon, for myself and my class aide, on the strength of the other teachers' recommendations here. The book is as good as the most enthusiastic reviewers say it is, but it is seriously flawed, and to some degree self-contradictory, because it talks too much. As good as are the author's approaches, she doesn't really need 484 pages, plus numerous appendices, to get the message across. In fact, she buries the message in verbosity.
Note that other reviewers found the book easy to read. But if you are already convinced that you want to refresh your approach to teaching reading and writing, you may grow impatient with the overabundance of anecdotes, homilies and elaboration.
Teachers know there is no itemized recipe for teaching, but a book on teaching writing could at least demonstrate the virtue of being concise. Mrs. Atwell should read her own quotes and not "cloud the issues with jargon in place of simple, direct prose...." (p. 16). (This is one of numerous quotes of Donald Graves, who returns the favor by endorsing her book in an exemplary brief foreword).
As one who likes quoting great writings in every chapter, the author could have used and applied the Hellenistic Demos: "I will be moderate in all I attempt and do Nothing to Excess."
Summary: it's just too much of a good thing. I'm going to spring for the workbook (Lessons that Change Writers) and generate even more royalties for the author, in the hopes it is more to the point.
A Shift in Teaching.......2003-01-09
Atwell's research and dedication to the true teaching of literacy in classrooms of all levels has changed my philosophy of teaching forever. Those who judge her approach without attempting to understand it, are only missing out on an innovative and fresh approach to how English should be taught.
In my own classroom of tenth graders, I have gone from yawns and glazed eyes to students who leave my classroom at the end of the school year saying "I could write for pages and pages about how you've helped me become a better writer." I still address grammar, literature, "5 paragraph" essay writing, and the dreaded (and overrated)state tests. Instead of being students who force themselves to read and write for a grade, they are readers and writers who are proud of the accomplishments they produce in literacy.
I recommend this book to anyone who is serious about changing the way literacy is taught in our schools, and creating not only engaged students, but people who love to read and write.
Great textbook...definitely a keeper!.......2002-10-25
I had to read this book for a college class in my middle childhood education program, and I can tell you that it is not one I will sell back at the end of the semester. Atwell gives practical advice for incorporating a workshop approach in any class or format. Her explanations and examples are insightful and inspiring, and the appendices are a treasure for any future or practicing teacher. I give the highest praise to Atwell and my college professor for introducing Atwell's workshop approach to our class. I encourage others to do the same.
Product Description
Changing the way you teach writing requires changing the way you understand the process of writing. The chapters in this collection bring together the perspectives of university researchers and classroom teachers so you see the explicit connection between writing theory and practice. The book covers writing development in grades K12 and within different learning contexts to help you understand and implement excellent writing instruction suited to your particular classroom setting.
Average customer rating:
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Academic Listening: Research Perspectives (Cambridge Applied Linguistics)
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Academic Listening Strategies: A Guide to Understanding Lectures (Michigan Series in English for Academic & Professional Purposes)
ASIN: 0521455510 |
Book Description
This collection of original papers comprehensively addresses the area of second language academic listening. The papers are grouped under five broad headings. The first section provides an overview of research relevant to second language lecture comprehension. The second analyses aspects of the cognitive processes involved in listening comprehension. In the third section, the object of the comprehension process is examined, and in the fourth, ethnographic approaches are explored by extending the concept of listening comprehension to place it in the wider context of 'the culture of learning'. In the final section, the theory of second language listening comprehension is related to practical pedagogic concerns. Each section is preceded by an accessible introduction and the book as a whole provides detailed coverage of important aspects of academic listening phenomena.
Book Description
In Foreign and Second Language Learning, William Littlewood surveys recent research into how people acquire languages and considers its relevance for language teaching. He describes the most important studies and ideas about first language acquisition, and how these have influenced and developed into studies of second language acquisition. He considers the background of language theories which were current before the present interest in acquisition research, and looks at factors such as learners' errors, whether learners are predisposed to acquire language in certain sequences, why some people are apparently more successful at learning languages than others, and how learners make use of their new language to communicate. The use of clear examples, the careful explanation and balanced commentary on the research enable the reader to evaluate the evidence and consider the relevance of work in this field to the day to day concerns of teaching and learning languages.
Book Description
An important goal in every first-grade classroom is to get children reading--but how? This book examines current research on first-grade literacy instruction, and shows how it translates into what good teachers really do in the classroom. The authors, premier early literacy scholars and educators, describe several studies of effective beginning reading instruction conducted across the country. They then take readers directly into the classrooms of five highly successful teachers, exploring the reading, writing, and classroom management techniques these practitioners use to boost student engagement and achievement. The book provides readers with a vivid picture of the complexities of successful teaching. In particular, it demonstrates ways that teachers can blend elements of both holistic and skills approaches to provide rich and enjoyable learning environments for young readers.
Book Description
This text focuses on the skills and processes necessary for understanding statistical research in language learning Designed for language teachers with no previous background in statistics, the paperback edition focuses on the skills and processes necessary for understanding statistical research in language learning. Brown explains the basic terms of statistics, the structure and organization of statistical research reports, the system of statistical logic, and how to decipher tables, charts, and graphs. By the end of the book, readers will be able to make knowledgeable judgments about the relative qualities of a study and to assess the value of the results of a study in relation to a specific language teaching situation.
Customer Reviews:
research design and statistics for the language teacher.......2000-08-14
"Understanding Research in Second Language Learning" is the perfect book for any teacher or researcher who would like to be able to critique or assess statistical research papers without having to spend an inordinate amount of time studying math in the process. The book starts off by asking the pertinent question "What is research?", before explaining clearly and concisely what variables are and how they can be identified, how data is measured, and how to choose the most appropriate statistical analysis for your particular research question. What I liked most about this book was the methodological approach to understanding what good research design is, and that the helpful diagrams, summaries and review questions made understanding rather easier than may have been otherwise. With this book, you will probably be able to understand ninety percent of the stats that appear in language research papers, and to follow the logic of almost all.
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