000			03934cam a2200409 i 4500
001			ocn317927337
003			OCoLC
005			20240726104702.0
008			101008s2011 nyua b 000 0 eng
010			_a2010043248
020			_a9780131363854 _q((pa(print & electronic)rback)a((pa(print & electronic)rback)rint & (electronic)l(electronic)ctronic)rback)
029	1		_aNZ1 _b14105788
040			_aDLC _beng _erda _cDLC
042			_alccopycat
050	0	0	_aPE1128 _b.S567 2011
100	1		_aMikulecky, Beatrice S. _e1
245	1	0	_aA short course in teaching reading : _bpractical techniques for building reading power / _cBeatrice S. Mikulecky.
250			_asecond edition.
260			_aWhite Plains, New York : _bPearson Longman, _c(c)2011.
300			_aiv, 264 pages : _billustrations ; _c28 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_a1
505	0	0	_aPART I: READING AND LITERACY: SOME CONNECTIONS -- _tWhat is reading? -- _tWhat is literacy? -- _tHow are language, culture, and literacy connected? -- _tWhat do educational researchers recommend? -- _tWhat do ESL/EFL students need? --
505	0	0	_aPART II: EXTENSIVE READING -- _tWhat is extensive reading? -- _tWhy is extensive reading important? -- _tWhat should students read for extensive reading? -- _tWhen should students read extensively? -- _tHow to implement an extensive reading component? -- _tWhy is extensive reading so successful? --
505	0	0	_aPART III: TEACHING READING SKILLS -- _tRationale and methodology -- What are reading skills? -- Focusing on specific skills -- Teaching interactive, skill-focused lessons -- Applying the skills in intensive reading lessons -- Notes about the sample exercises -- Scheduling activities in your reading class -- _tActivating background knowledge and conceptual frameworks -- Previewing -- Predicting -- Skimming -- _tDeveloping reading fluency: Learning not to read every word -- Cloze exercises -- Scanning -- Reading faster -- _tImproving bottom-up processing -- Perceptual skills: recognizing English letters and words -- AAutomaatic decoding -- Linguistic features and bottom-up processing -- Lexical items that signal textual cohesion -- Lexical items that signal textual organization -- _tVocabulary building -- Sources of words for vocabulary teaching and learning -- Direct instruction of selected vocabulary -- Strategies for vocabulary building -- _tText structure and comprehension: Topics and main ideas -- Understanding sentences -- Topics and main ideas -- _tText structure and comprehension: Patterns of organization -- Frequently used patterns in English -- Four of the easiest patterns to learn -- Practice in identifying the four patterns -- Two more difficult patterns to learn -- _tStrategic reading and study skills -- Reading longer passages -- Summarizing -- Study reading -- Critical reading.
520	0		_aThis revision of the classical practical handbook A Short Course in Teaching Reading Skillscombines reading theory with practical classroom application. An invaluable resource to the reading teacher, teacher-in-training, or administrator who wants to stress quality reading comprehension instruction, the principles apply to teenage through adult learners who already have basic decoding skills. _c1 _uhttps://www.amazon.com/Short-Course-Teaching-Reading-Techniques/dp/0131363859/ref=sr_1_1?crid=2T9B6BZO88EN1&keywords=9780131363854&qid=1681413923&sprefix=9%2Caps%2C118&sr=8-1
530			_a2 _ub
650		0	_aEnglish language _xStudy and teaching _xForeign speakers.
650		0	_aEnglish language _vTextbooks for foreign speakers.
650		0	_aReading comprehension.
650		0	_aBooks and reading.
942			_n0 _DAaron Chenault _QREF _c1 _eD _hPE _i2022-2023 _m2011 _w50.00 _2ddc _k71.37
948			_hNO HOLDINGS IN SBI - 42 OTHER HOLDINGS
999			_c74877 _d74877
902			_a1 _bCynthia Snell _c1 _dCynthia Snell