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Wiring the Brain for Reading : Brain-Based Strategies for Teaching Literacy.
Using the latest neuroscience research to enhance literacy instruction Wiring the Brain for Reading introduces teachers to aspects of the brain's functions that are essential to language and reading development. Marilee Sprenger, a specialist in learning and the brain, provides practical, brain...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Chichester :
Wiley,
2013.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000Mi 4500 | ||
|---|---|---|---|
| 001 | EBOOKCENTRAL_ocn831118436 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr |n||||||||| | ||
| 008 | 130323s2013 xx o 000 0 eng d | ||
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| 020 | |a 9781118220542 | ||
| 020 | |a 1118220544 | ||
| 029 | 1 | |a DEBSZ |b 397503385 | |
| 029 | 1 | |a AU@ |b 000060069952 | |
| 035 | |a (OCoLC)831118436 | ||
| 050 | 4 | |a LB1573 .S8215 2013 | |
| 082 | 0 | 4 | |a 372.4 |a 372.6044 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Sprenger, Marilee B. | |
| 245 | 1 | 0 | |a Wiring the Brain for Reading : |b Brain-Based Strategies for Teaching Literacy. |
| 260 | |a Chichester : |b Wiley, |c 2013. | ||
| 300 | |a 1 online resource (226 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover; Title Page; Copyright; Contents; Acknowledgments; About the Author; About the Book; Chapter 1 Language Development; From Neural Sensitivity to Neural Commitment; The Right Way to Babble; Encouraging Speech; Windows of Opportunity; Experience and Brain Development; Ages and Stages in Language Development; An Enriched Environment for Language Development; Language and Gender; Speaking Out of Both Sides of the Brain; Activities; Summary; Chapter 2 Imaging and Imagining the Brain; The Structure of the Brain; Occipital Lobes; Parietal Lobes; Temporal Lobes; Frontal Lobes; Thalamus. | |
| 505 | 8 | |a Broca's AreaWernicke's Area; Arcuate Fasciculus; Angular Gyrus; Cerebellum; How We See the Brain; Electroencephalography; Computerized Axial Tomography; Positron Emission Tomography; Functional Magnetic Resonance Imaging; Brain Cells; Neurons; Glia; How Cells Communicate; Synapses; Neurotransmitters; What We Thought We Knew; What We Found Out Along the Way; Two Diverging Roads; Learning and Memory: A Definition; Sensory Memory; Working Memory; Long-Term Memory; Summary; Chapter 3 The Body-Brain Connection; Food, Glorious Food!; Neurotransmitters and Nutrition; 10 Percent Protein. | |
| 505 | 8 | |a They Are What They Eat!When They Eat; The Learning Brain's Diet; Breakfast; Lunch and Snacks; Dinner; To Sleep; Perchance to Remember; The Stages of Sleep; Sleep and Memory; Making the Right Moves; Sunshine Came Softly Through My Window; Brain-Body Basics; Safety and Security; Social Needs; Cliques; Stress Can Hurt the Body and the Brain; Following the Stress Response; What Does Bullying Do to the Brain?; Summary; Chapter 4 Breaking the Code; Phonemic Awareness; Assessing and Teaching Phonemic Awareness; The ABCs of the ABCs; Mirror, Mirror; Neurons That Fire Together. | |
| 505 | 8 | |a Dr. Seuss and Mother Goose?Getting to the Core; Teaching Phonemic Awareness; Activities; Summary; Chapter 5 Patterns and Programs and Phonics! Oh, My!; Patterns and Programs; The Alphabetic Principle; One to One? Not Exactly; The Common Core: Where Do We Stand with the Standards?; Decoding Development in the Brain; Phonics Instruction; Factors That Lead to Learning; Eenie, Meenie, Minee, Moe. Or Is It Eeny, Meany, Miny, Mo?; Activities; Summary; Chapter 6 The Fluent Reader; What Fluency Means; The Brain's Pathway to Fluency; Reading Is Pleasure; High-Frequency and Sight Words. | |
| 505 | 8 | |a Some Steps to FluencyActivities; Summary; Chapter 7 Building Vocabulary; Two Types of Vocabulary; Vocabulary Development; The Common Core State Standards and Vocabulary; The Common Core College and Career Readiness Anchor Standards for Language; Choosing Our Words Carefully; Activities; Summary; Chapter 8 Comprehension; Modeling Comprehension; Comprehension Strategies; Purpose; Visualizing; Predicting; Active Questioning; Blooming Questions; Making Text Connections; Before, During, and After Reading: What These Strategies Have to Do with the Brain; Activities; Before Reading; During Reading. | |
| 500 | |a After Reading. | ||
| 520 | |a Using the latest neuroscience research to enhance literacy instruction Wiring the Brain for Reading introduces teachers to aspects of the brain's functions that are essential to language and reading development. Marilee Sprenger, a specialist in learning and the brain, provides practical, brain friendly, strategies for teaching essential skills like phonemic awareness, phonics, fluency, vocabulary, and comprehension. The author's innovative approach aligns well with the Common Core State Standards for English Language Arts and is designed to enhance students' motivatio. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Reading. | |
| 650 | 0 | |a Child development. | |
| 650 | 0 | |a Brain |x Growth. | |
| 650 | 2 | |a Reading | |
| 650 | 2 | |a Child Development | |
| 650 | 6 | |a Lecture. | |
| 650 | 6 | |a Enfants |x Développement. | |
| 650 | 6 | |a Cerveau |x Croissance. | |
| 650 | 7 | |a Brain |x Growth |2 fast | |
| 650 | 7 | |a Child development |2 fast | |
| 650 | 7 | |a Reading |2 fast | |
| 776 | 0 | 8 | |i Print version: |a Sprenger, Marilee B. |t Wiring the Brain for Reading : Brain-Based Strategies for Teaching Literacy. |d Chichester : Wiley, ©2013 |z 9780470587218 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1153517 |z Texto completo |
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