Questions? Call 888-624-8373

HARDBACK + PDF
your price: $44.50
add to cart

HARDBACK
list:$37.95
Web:$34.16
add to cart

PDF BOOK
your price: $29.50
add to cart

PDF CHAPTERS
your price: $2.50
select

Rights & Permissions

topleft topright

Preventing Reading Difficulties in Young Children (1998)
Commission on Behavioral and Social Sciences and Education (CBASSE)

Page
275
bottomleft bottomright
  E-mail
 Facebook
 Digg
 Stumble
 Twitter
More

The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy.

Page 275

Part IV
Knowledge into Action

Both knowledge about reading and a commitment to improvement are required in order to develop and implement policies and practices that will help prevent reading difficulties among young children. In Part IV we describe the contemporary situation and propose our recommendations for change.

In Chapter 9, we discuss the impact that this report must have on the professionals who have daily interactions with the children in day care centers, preschools, kindergarten, and the early elementary grades and on children's families and other community members. Governmental bodies (including federal, state, and local education agencies), publishers, and the mass media also have an impact on the issues.

The best approach to teaching children to read has for decades been a matter of considerable controversy and passionate confrontation. At this point, the science base has developed sufficiently to permit this synthesis of the research on early reading development with the goal of making recommendations about preventing difficulties in reading. In Chapter 10, we weave the insights of many research traditions into clear guidelines for helping children become successful readers.

 Page
275

Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.

OCR for page 275
Page 275 Part IV Knowledge into Action Both knowledge about reading and a commitment to improvement are required in order to develop and implement policies and practices that will help prevent reading difficulties among young children. In Part IV we describe the contemporary situation and propose our recommendations for change. In Chapter 9, we discuss the impact that this report must have on the professionals who have daily interactions with the children in day care centers, preschools, kindergarten, and the early elementary grades and on children's families and other community members. Governmental bodies (including federal, state, and local education agencies), publishers, and the mass media also have an impact on the issues. The best approach to teaching children to read has for decades been a matter of considerable controversy and passionate confrontation. At this point, the science base has developed sufficiently to permit this synthesis of the research on early reading development with the goal of making recommendations about preventing difficulties in reading. In Chapter 10, we weave the insights of many research traditions into clear guidelines for helping children become successful readers.

OCR for page 276
Page 276

Representative terms from entire chapter:

reading difficulties