Isbn: 9781032753942 - brain words: how the science of reading informs teaching (34 resultados)

Condición: New.

Paperback. Condición: Very Good. 2. It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.

Paperback. Condición: New. 2. The item is brand new, never used or read. It's in perfect condition and may include supplements and/or access codes or come shrink-wrapped.

Condición: good. May show signs of wear, highlighting, writing, and previous use. This item may be a former library book with typical markings. No guarantee on products that contain supplements Your satisfaction is 100% guaranteed. Twenty-five year bookseller with shipments to over fifty million happy customers.…

Condición: As New. Unread book in perfect condition.

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

Paperback or Softback. Condición: New. Brain Words: How the Science of Reading Informs Teaching. Book.

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

Paperback. Condición: New. "Gentry and Ouellette are cannonballing into the reading research pool, they're making waves, and these waves are moving the field of reading forward."-From the foreword by Mark Weakland, Super Spellers"In this second edition, the authors have written a practical and fascinating resource that helps connect the theory and research of the neurological reading circuitry to classroom practice."-Molly Ness, teacher educator, author, consultantA lot has changed since the original publication of Brain Words. The first edition was very much a call for change, and change has indeed happened! While the science of reading has made real and substantive change within education, there unfortunately remain too many misunderstandings and misinterpretations of what the science of reading is, and stubborn resistance to all it has to offer. Now more than ever it is vital that we work towards an understanding of the science of reading and what it has to say about teaching our students how to read.Written for beginning or seasoned teachers, homeschoolers, teacher educators, as well as parents who want to fully engage in their child's literacy development, this updated and highly readable new edition presents brain science, reading research, and theory in ways that can be understood and directly applied in teaching, ultimately leading to efficacious science of reading based literacy instruction.Gentry and Ouellette show how an understanding of the science of reading can shape teaching to help make all students literate. Building on their science of reading based framework of "brain words"-dictionaries in the brain where students store and access word spelling, pronunciation, and meaning-the authors offer a wealth of information to transform your thinking and practice. They offer:an updated review of models of reading, developmental theory, and brain research that help explain the reading braina new exploration of how oral language provides the foundation for learning to read and write, and how elements of oral language directly contribute to literacy learning throughout the school yearsan evolving critique of classroom practices that aren't as effective as once believedexplicit guidance on how spelling can be used to teach the critical skill of word readinga deepened understanding of dyslexia through the lens of the science of readingWith the insights and strategies in Brain Words, you can meet your students where they are and ensure that more of them read well, think well, and write well.…

Paperback. Condición: New. "Gentry and Ouellette are cannonballing into the reading research pool, they're making waves, and these waves are moving the field of reading forward."-From the foreword by Mark Weakland, Super Spellers"In this second edition, the authors have written a practical and fascinating resource that helps connect the theory and research of the neurological reading circuitry to classroom practice."-Molly Ness, teacher educator, author, consultantA lot has changed since the original publication of Brain Words. The first edition was very much a call for change, and change has indeed happened! While the science of reading has made real and substantive change within education, there unfortunately remain too many misunderstandings and misinterpretations of what the science of reading is, and stubborn resistance to all it has to offer. Now more than ever it is vital that we work towards an understanding of the science of reading and what it has to say about teaching our students how to read.Written for beginning or seasoned teachers, homeschoolers, teacher educators, as well as parents who want to fully engage in their child's literacy development, this updated and highly readable new edition presents brain science, reading research, and theory in ways that can be understood and directly applied in teaching, ultimately leading to efficacious science of reading based literacy instruction.Gentry and Ouellette show how an understanding of the science of reading can shape teaching to help make all students literate. Building on their science of reading based framework of "brain words"-dictionaries in the brain where students store and access word spelling, pronunciation, and meaning-the authors offer a wealth of information to transform your thinking and practice. They offer:an updated review of models of reading, developmental theory, and brain research that help explain the reading braina new exploration of how oral language provides the foundation for learning to read and write, and how elements of oral language directly contribute to literacy learning throughout the school yearsan evolving critique of classroom practices that aren't as effective as once believedexplicit guidance on how spelling can be used to teach the critical skill of word readinga deepened understanding of dyslexia through the lens of the science of readingWith the insights and strategies in Brain Words, you can meet your students where they are and ensure that more of them read well, think well, and write well.…

Condición: New.

Condición: New.

Condición: New.

Paperback. Condición: New.

Condición: good. May show signs of wear, highlighting, writing, and previous use. This item may be a former library book with typical markings. No guarantee on products that contain supplements Your satisfaction is 100% guaranteed. Twenty-five year bookseller with shipments to over fifty million happy customers.…

Condición: New. 2024. 2nd Edition. paperback. . . . . .

Condición: As New. Unread book in perfect condition.

Paperback / softback. Condición: New. New copy - Usually dispatched within 4 working days.

Condición: New. In English.

Condición: New. 2nd edition NO-PA16APR2015-KAP.

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Condición: New. 2024. 2nd Edition. paperback. . . . . . Books ship from the US and Ireland.

Paperback. Condición: Brand New. 2nd edition. 176 pages. 9.25x7.38x9.69 inches. In Stock.

Condición: NEW.

Paperback. Condición: New. "Gentry and Ouellette are cannonballing into the reading research pool, they're making waves, and these waves are moving the field of reading forward."-From the foreword by Mark Weakland, Super Spellers"In this second edition, the authors have written a practical and fascinating resource that helps connect the theory and research of the neurological reading circuitry to classroom practice."-Molly Ness, teacher educator, author, consultantA lot has changed since the original publication of Brain Words. The first edition was very much a call for change, and change has indeed happened! While the science of reading has made real and substantive change within education, there unfortunately remain too many misunderstandings and misinterpretations of what the science of reading is, and stubborn resistance to all it has to offer. Now more than ever it is vital that we work towards an understanding of the science of reading and what it has to say about teaching our students how to read.Written for beginning or seasoned teachers, homeschoolers, teacher educators, as well as parents who want to fully engage in their child's literacy development, this updated and highly readable new edition presents brain science, reading research, and theory in ways that can be understood and directly applied in teaching, ultimately leading to efficacious science of reading based literacy instruction.Gentry and Ouellette show how an understanding of the science of reading can shape teaching to help make all students literate. Building on their science of reading based framework of "brain words"-dictionaries in the brain where students store and access word spelling, pronunciation, and meaning-the authors offer a wealth of information to transform your thinking and practice. They offer:an updated review of models of reading, developmental theory, and brain research that help explain the reading braina new exploration of how oral language provides the foundation for learning to read and write, and how elements of oral language directly contribute to literacy learning throughout the school yearsan evolving critique of classroom practices that aren't as effective as once believedexplicit guidance on how spelling can be used to teach the critical skill of word readinga deepened understanding of dyslexia through the lens of the science of readingWith the insights and strategies in Brain Words, you can meet your students where they are and ensure that more of them read well, think well, and write well.…

Condición: New. Author of many books and a renowned educational consultant, J. Richard Gentry has been an elementary classroom teacher, professor, and director of a university reading center.An internationally recognized researcher in reading, sp.

Paperback. Condición: New. "Gentry and Ouellette are cannonballing into the reading research pool, they're making waves, and these waves are moving the field of reading forward."-From the foreword by Mark Weakland, Super Spellers"In this second edition, the authors have written a practical and fascinating resource that helps connect the theory and research of the neurological reading circuitry to classroom practice."-Molly Ness, teacher educator, author, consultantA lot has changed since the original publication of Brain Words. The first edition was very much a call for change, and change has indeed happened! While the science of reading has made real and substantive change within education, there unfortunately remain too many misunderstandings and misinterpretations of what the science of reading is, and stubborn resistance to all it has to offer. Now more than ever it is vital that we work towards an understanding of the science of reading and what it has to say about teaching our students how to read.Written for beginning or seasoned teachers, homeschoolers, teacher educators, as well as parents who want to fully engage in their child's literacy development, this updated and highly readable new edition presents brain science, reading research, and theory in ways that can be understood and directly applied in teaching, ultimately leading to efficacious science of reading based literacy instruction.Gentry and Ouellette show how an understanding of the science of reading can shape teaching to help make all students literate. Building on their science of reading based framework of "brain words"-dictionaries in the brain where students store and access word spelling, pronunciation, and meaning-the authors offer a wealth of information to transform your thinking and practice. They offer:an updated review of models of reading, developmental theory, and brain research that help explain the reading braina new exploration of how oral language provides the foundation for learning to read and write, and how elements of oral language directly contribute to literacy learning throughout the school yearsan evolving critique of classroom practices that aren't as effective as once believedexplicit guidance on how spelling can be used to teach the critical skill of word readinga deepened understanding of dyslexia through the lens of the science of readingWith the insights and strategies in Brain Words, you can meet your students where they are and ensure that more of them read well, think well, and write well.…

Paperback. Condición: new. Paperback. "Gentry and Ouellette are cannonballing into the reading research pool, they're making waves, and these waves are moving the field of reading forward."From the foreword by Mark Weakland, Super Spellers"In this second edition, the authors have written a practical and fascinating resource that helps connect the theory and research of the neurological reading circuitry to classroom practice."Molly Ness, teacher educator, author, consultantA lot has changed since the original publication of Brain Words. The first edition was very much a call for change, and change has indeed happened! While the science of reading has made real and substantive change within education, there unfortunately remain too many misunderstandings and misinterpretations of what the science of reading is, and stubborn resistance to all it has to offer. Now more than ever it is vital that we work towards an understanding of the science of reading and what it has to say about teaching our students how to read.Written for beginning or seasoned teachers, homeschoolers, teacher educators, as well as parents who want to fully engage in their childs literacy development, this updated and highly readable new edition presents brain science, reading research, and theory in ways that can be understood and directly applied in teaching, ultimately leading to efficacious science of reading based literacy instruction.Gentry and Ouellette show how an understanding of the science of reading can shape teaching to help make all students literate. Building on their science of reading based framework of brain wordsdictionaries in the brain where students store and access word spelling, pronunciation, and meaningthe authors offer a wealth of information to transform your thinking and practice. They offer:an updated review of models of reading, developmental theory, and brain research that help explain the reading braina new exploration of how oral language provides the foundation for learning to read and write, and how elements of oral language directly contribute to literacy learning throughout the school yearsan evolving critique of classroom practices that aren't as effective as once believedexplicit guidance on how spelling can be used to teach the critical skill of word readinga deepened understanding of dyslexia through the lens of the science of readingWith the insights and strategies in Brain Words, you can meet your students where they are and ensure that more of them read well, think well, and write well. Written for beginning or seasoned teachers, homeschoolers, teacher educators, and parents who want to fully engage in their childs literacy development, this updated and highly readable new edition presents brain science, reading research, and theory that can be directly applied in teaching, leading to efficacious literacy instruction. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

Paperback. Condición: Brand New. 2nd edition. 176 pages. 9.25x7.38x9.69 inches. In Stock. This item is printed on demand.

Paperback / softback. Condición: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.