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Building the Reading Brain, PreK-3
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Building the Reading Brain, PreK-3

Second Edition
Edited by:
  • Pamela Nevills - Brandman University, USA, Educational Consultant, Southern California
  • Patricia Wolfe - International Educational Consultant, Mind Matters, Inc.


January 2009 | 232 pages | Corwin
This Second Edition focuses on young children's brain development and shows teachers how to foster the critical early literacy skills that help students become successful readers. The authors discuss phonemic awareness, phonics, vocabulary, comprehension, and fluency; offer instructional applications for games, music, and play; and provide intervention suggestions for children with early reading difficulties.

 
Acknowledgments
 
About the Authors
 
Introduction
 
1. On the Nature of Reading
The Importance of Learning to Read

 
Why Learning to Read Is So Difficult

 
The Basics of Reading

 
Reflective Questions

 
 
2. What Happens in the Brain When Children Read Words?
Brain Basics

 
Reading Problems With a Biological Basis

 
Attention and Memory Systems

 
Reflective Questions

 
 
3. Building a Foundation for Reading: Birth to Age 3
Reading Relies on Early Language Skills

 
The Beginnings of Language

 
The Language Explosion: 1 to 2 Years

 
Precursors to Writing in the First 3 Years

 
Reflective Questions

 
 
4. Emerging Literacy During the Preschool Years
Mirror Neurons Drive Learning

 
Oral Language and Vocabulary

 
Print Awareness and Alphabet

 
Developing Writing Skills

 
Reflective Questions

 
 
5. Beginning to Read: Ages 5 and 6
Instruction Essentials for Emerging Readers

 
The Brain's Memory Systems

 
Breaking Away From Static Teaching Tradition

 
Priming Skills for 5- and 6-Year-Olds

 
Reflective Questions

 
 
6. Breaking the Reading Code: Learning to Read Through Instruction
Reading and Language Arts Guidelines for Kindergarten and First Grade

 
Structuring the Brain for Decoding

 
Word Recognition Gains Sophistication

 
Teaching Encoding: Spelling and Writing

 
Reading Beyond Encoding and Decoding

 
Reflective Questions

 
 
7. Assessing and Responding to Readers at Risk
The Case for Early Assessment

 
English Language Learners

 
Assessments of Students With Regularly Developing Reading Skills

 
Differences in Brain Development

 
Assessment and Reading Standards

 
Response to Intervention: Reading Models

 
School Interventions That Work

 
Reflective Questions

 
 
8. Comprehension and Vocabulary: Challenges for Second Grade
Reading and Language Arts Guidelines for Second Grade

 
Instruction for Vocabulary and Comprehension

 
Ways to Teach the Curious Brain

 
Building the Brain for Comprehension

 
Strategic Reading With Comprehension in Mind

 
Reflective Questions

 
 
9. Putting Reading Skills to the Task: Expectations for Third Grade and Beyond
Reading and Language Arts Guidelines for Third Grade

 
Factors Affecting Reading Fluency

 
The Brain's Rate of Processing

 
Developing Reading Fluency

 
Final Comments

 
Reflective Questions

 
 
10. Conclusion
A Child's Brain and Reading: A Dozen Key Learnings

 
 
Glossary
 
Instructional Resources
 
References and Further Reading
 
Index

"An absolute must-read, must-understand, and must-do for all primary teachers and principals. Nevills and Wolfe's book addresses the difficult issues of diagnosis and intervention with early readers before they begin to struggle.”

Judy Bean, Director of Curriculum, Instruction, & Assessment
Colville School District, WA

"A unique resource that provides a biological foundation for effective reading strategies. It is a valuable resource for any educator."

Deborah Tucker, Science and Literacy Education Consultant

"The research information is powerful for educators to interpret for practical, everyday use and can be supplemented with current reading curriculum.”

J. Michael Pragman, Elementary Administrator, Lee’s Summit R-7 School District, MO
Adjunct Professor, William Woods University

“I devoured this book! The book makes research come alive and accessible whether you are new to literacy work or have been immersed in it for years!”

Sharon Gatti-Carson, Literacy Consultant

“Besides providing comprehensible information on neuroscience and learning, the book gives many excellent strategies and ideas for working with a variety of readers from emergent literacy through third grade. I highly recommend this book for all educators at all age levels.”

Janet J. Seahorn, Adjunct Professor, Colorado State University and Regis University
Director of Team Pursuits, Colorado State Development Council, National Reading Association

“This is an amazing resource for all persons interested in improving their instructional practice or understanding of how the young child’s brain is wired for reading, and how tapping into strategic reading practices will promote comprehension, fluency, and reading enjoyment. The authors make the most current research in neuroscience and reading engaging and interesting. This well-constructed book is one of my favorites!”

Jill Gierach, Director
Wisconsin Assistive Technology Initiative
Key features
  • Sheds light on early childhood cognition and language development from birth to eight
  • Provides guidance for optimal early child instructional design for teachers and care providers
  • Offers brain-friendly strategies for promoting reading readiness and reading beginnings
  • Includes reflective questions at the end of each chapter

Sample Materials & Chapters

Introduction

Chapter 1


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ISBN: 9781412963268
$34.95

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