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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

"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

Discover how children's brains change as they develop early reading skills!

This updated edition of the best-selling book covers brain theory and research to give educators a clear picture of how children acquire and develop language skills in preparation for reading.

Moving through skills acquisition from birth to age eight, this resource provides best teaching practices for fostering critical literacy skills for each age group. This second edition features updated research, expanded information on English learners and Response to Intervention, and information about mirror neurons, sensory input, and decoding pathways. Readers will find:

  • Developmentally appropriate, brain-friendly strategies for building phonemic awareness, phonics, vocabulary, comprehension, and fluency skills
  • Instructional applications for games, music, and play
  • Interventions for children with early reading difficulties

Building the Reading Brain, PreK–3 sheds light on early childhood cognition and language development to help teachers provide all young learners with a strong foundation for reading success.


 
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


Preview this book

For instructors

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ISBN: 9781412963268
$33.95