Pre-Kindergarten Foundational Phonics Skills: Primary Sound x PDF Download

Author: Jodene Smith
Publisher: Teacher Created Materials
ISBN: 1480762458
Category :
Languages : en
Pages : 3

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Book Description
Support students' phonetic development as they practice key pre-kindergarten phonics skills. Focus on phonics with fun and engaging activity pages that are research-based and support the Common Core State Standards.

Author: Jodene Smith
Publisher: Teacher Created Materials
ISBN: 1480762423
Category :
Languages : en
Pages : 3

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Book Description
Support students' phonetic development as they practice key pre-kindergarten phonics skills. Focus on phonics with fun and engaging activity pages that are research-based and support the Common Core State Standards.

Author: Jodene Smith
Publisher: Teacher Created Materials
ISBN: 1480762415
Category :
Languages : en
Pages : 3

View

Book Description
Support students' phonetic development as they practice key pre-kindergarten phonics skills. Focus on phonics with fun and engaging activity pages that are research-based and support the Common Core State Standards.

Author: Jodene Smith
Publisher: Teacher Created Materials
ISBN: 148076244X
Category :
Languages : en
Pages : 3

View

Book Description
Support students' phonetic development as they practice key pre-kindergarten phonics skills. Focus on phonics with fun and engaging activity pages that are research-based and support the Common Core State Standards.

Author: Jodene Smith
Publisher: Teacher Created Materials
ISBN: 1480762407
Category :
Languages : en
Pages : 3

View

Book Description
Support students' phonetic development as they practice key pre-kindergarten phonics skills. Focus on phonics with fun and engaging activity pages that are research-based and support the Common Core State Standards.

Author: Jodene Smith
Publisher: Teacher Created Materials
ISBN: 1480762431
Category :
Languages : en
Pages : 3

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Book Description
Support students' phonetic development as they practice key pre-kindergarten phonics skills. Focus on phonics with fun and engaging activity pages that are research-based and support the Common Core State Standards.

Author: Shell Education
Publisher: Teacher Created Materials
ISBN: 1425810942
Category : Education
Languages : en
Pages : 98

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Book Description
Support students' phonetic development as they practice key pre-kindergarten phonics skills. Focus on phonics with fun and engaging activity pages that are research based and support current standards. This resource reinforces phonics skills for pre-kindergarten and is great for teachers, tutors, and parents to use with students for enrichment, reteaching, pre-teaching, or review.

Author: Marilyn Jager Adams
Publisher: Brookes Publishing Company
ISBN: 9781557663214
Category : Education
Languages : en
Pages : 0

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Book Description
This invaluable supplementary curriculum meets Reading First criteria and contains numerous classroom-ready activities designed to increase the phonemic awareness and preliteracy skills of preschool, kindergarten, and first-grade students.

Author: Melanie R. Kuhn
Publisher: Guilford Publications
ISBN: 1462518990
Category : Education
Languages : en
Pages : 162

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Book Description
Viewing fluency as a bridge between foundational skills and open-ended learning, this book guides teachers through effective instruction and assessment of fluent reading skills in the primary grades. Fluency?s relationship to phonological awareness, phonics, and print concepts is explained, and practical methods are shared for integrating fluency instruction in a literacy curriculum grounded in the Common Core State Standards (CCSS). Classroom examples, weekly lesson plans, and extensive lists of recommended texts add to the book?s utility for teachers.

Author: Cesare Cornoldi
Publisher: Routledge
ISBN: 1136488626
Category : Education
Languages : en
Pages : 498

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Book Description
Recognizing the characteristics of children with learning disabilities and deciding how to help them is a problem faced by schools all over the world. Although some disorders are fairly easily recognizable (e.g., mental retardation) or very specific to single components of performance and quite rare (e.g., developmental dyscalculia), schools must consider much larger populations of children with learning difficulties who cannot always be readily classified. These children present high-level learning difficulties that affect their performance on a variety of school tasks, but the underlying problem is often their difficulty in understanding written text. In many instances, despite good intellectual abilities and a superficial ability to cope with written texts and to use language appropriately, some children do not seem to grasp the most important elements, or cannot find the pieces of information they are looking for. Sometimes these difficulties are not immediately detected by the teacher in the early school years. They may be hidden because the most obvious early indicators of reading progress in the teacher's eyes do not involve comprehension of written texts or because the first texts a child encounters are quite simple and reflect only the difficulty level of the oral messages (sentences, short stories, etc.) with which the child is already familiar. However, as years go by and texts get more complex, comprehension difficulties will become increasingly apparent and increasingly detrimental to effective school learning. In turn, studying, assimilating new information, and many other situations requiring text comprehension -- from problem solving to reasoning with linguistic contents -- could be affected. Problems with decoding, dyslexia, and language disorders have attracted more interest from researchers than have specific comprehension problems and have occupied more room in specialized journals. Normal reading comprehension has also been a favorite with researchers. However, scarce interest has been paid to subjects who have comprehension difficulties. This book is an attempt to remedy this situation. In so doing, this volume answers the following questions: * Does a reading comprehension problem exist in schools? * How important and widespread is the problem? * Is the problem specific? * How can a reading comprehension difficulty be defined and identified? * Does the "syndrome" have a single pattern or can different subtypes be identified? * What are the main characteristics associated with a reading comprehension difficulty? * When can other well-identified problems add to our understanding of reading comprehension difficulties? * Which educational strategies are effective in preventing and treating reading comprehension difficulties? * What supplementary information can we get from an international perspective?