| Record ID | marc_uic/UIC_2022.mrc:158667830:3163 |
| Source | marc_uic |
| Download Link | /show-records/marc_uic/UIC_2022.mrc:158667830:3163?format=raw |
LEADER: 03163cam a2200541 a 4500
001 99124124412005897
005 20200409123930.0
008 950926s1996 cau b 001 0 eng
010 $a95041752
015 $aGB9639853$2bnb
019 $a34974102$a877751093
020 $a0803964048$q(hbk. ;$qacid-free paper)
020 $a9780803964044$q(hbk. ;$qacid-free paper)
020 $a0803964056$q(pbk. ;$qacid-free paper)
020 $a9780803964051$q(pbk. ;$qacid-free paper)
035 $a123020-01carli_network
035 $a(OCoLC)ocm33245184$z(OCoLC)34974102$z(OCoLC)877751093
035 $a(EIUdb)462798
035 $a(EXLNZ-01CARLI_NETWORK)991006357119705816
040 $aDLC$beng$cDLC$dUKM$dBAKER$dBTCTA$dLVB$dYDXCP$dREDDC$dHEBIS$dDEBBG$dIAA$dOCLCO$dOCLCF$dOCLCQ$dEIUdb
049 $aIADA
050 00 $aLB1050$b.H64 1996
082 00 $a372.4/14$220
084 $a5,3$2ssgn
084 $aD 5400$2dopaed
100 1 $aHonig, Bill.
245 10 $aTeaching our children to read :$bthe role of skills in a comprehensive reading program /$cBill Honig.
260 $aThousand Oaks, Calif. :$bCorwin Press,$c©1996.
300 $aviii, 151 pages ;$c24 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references (pages 139-146) and index.
505 0 $a1. The case for a balanced approach -- 2. What skilled readers do -- 3. Beginning-to-read instruction for preschool and kindergarten -- 4. Beginning-to-read instruction for early first grade -- 5. Reading instruction for middle first grade to upper elementary grades -- 6. Spelling, beginning writing, and vocabulary -- 7. Comprehension and assessment -- 8. Writing and speaking -- 9. Frequently asked questions -- 10. Conclusions and lessons learned -- Appendix A: The role of skills in a comprehensive elementary reading program -- 24 Major points -- Appendix B: Reading skills curriculum timeline -- Preschool through fifth grade.
520 $aTeaching reading isn't an "either/or" situation of phonics versus whole language. Rather, it's both, with the essential added ingredient of skills training. Well-documented evidence supports this balanced approach, and now this new book offers the guidelines you need to make sure all kids become automatic readers. Prominent educator Bill Honig explains why just giving students high-quality reading matter and encouraging a love for reading isn't enough: Students need a comprehensive, organized skills development program if they are to read well enough to understand the world around them.
650 0 $aReading.
650 0 $aReading (Elementary)
650 6 $aLecture.
650 6 $aLecture (Enseignement primaire)
650 7 $aReading.$2fast$0(OCoLC)fst01090626
650 7 $aReading (Elementary)$2fast$0(OCoLC)fst01090705
650 07 $aLesenlernen.$2swd
650 07 $aLeseunterricht.$2swd
653 0 $aChildren$aReading
856 42 $3Publisher description$uhttp://catdir.loc.gov/catdir/enhancements/fy0655/95041752-d.html
959 $a(EIUdb)462798
959 $a(UICdb)1241244$9LOCAL
994 $a92$bIAD