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Developing Proficient Readers Teach Model and Model
9788121213608

  
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Author Shonisani Agnes Mulovhedzi Prof. N. P. Mudzielwana
Year 2018
Binding Hardback
Pages 175
ISBN10, ISBN13 8121213606, 9788121213608
Short Description
The Title 'Developing Proficient Readers Teach Model and Model written/authored/edited by Shonisani Agnes Mulovhedzi Prof. N. P. Mudzielwana', published in the year 2018. The ISBN 9788121213608 is assigned to the Hardcover version of this title. This book has total of pp. 175 (Pages). The publisher of this title is Gyan Publishing House. This Book is in English. The subject of this book is Education / Development. Vol:- .
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ABOUT THE BOOK

Importance of teaching leadership skills in the Foundation Phase provides vital insights for teachers who are faced daily with the demanding task of teaching learners. Teachers required making appropriate time in the classroom to develop different leadership skills on learners. It is very important to develop this book because teachers need to know that it is crucial to develop leadership skills in all subjects so that learners will show the area where he or she can lead. Learners can be taught leadership skills at a young age because their mind is still young, curious and on the lookout for an identity. Through guidance of the teacher learner will also learn how to communicate effectively, strategize, handle complicated situations, not be suppressed, and plan everything in advance. All of this is part of leadership.

The aim of this book is to provide teachers with abilities through which they can develop a wide range variety of competencies that will prepare learners with basic leadership skills to enable them to live, work independently and interact with others within and outside school environment. It also encourages Foundation Phase teachers that it is important to teach children different leadership skills at an early stage. The content of the book gives information that importance of teaching leadership skills in early grade encourages learners to take actions that help the group to complete its tasks successfully and maintain effective working relationships among its members. For any group to be successful, both task- leader ship ac t ions and group maintenance-leadership actions have to be provided amongst children.

It is important to note that any member of a group may become a leader by taking these necessary actions i.e., the teacher is not necessarily the leader, the various leadership actions may be provided by different group members in other words the teacher may decide to share various aspects of leadership with class members.

ABOUT THE AUTHOR

Mrs. Shonisani Agnes Mulovhedzi has been in higher education since 2003 started working as a part lecturer and in 2014 appointed permanently as a lecturer in the Department of Early Childhood Education at University of Venda. She worked as a pre-school teacher for 7 years and two years in Primary school, teaching Grade R- 3. Her role are lecturing; supervising students; assess students during teaching practice; community engagement, secretary of the department and coordinate Univen model pre-school. She has written articles on accredited journals on issue of teaching language, leadership and Life Skills in the Foundation Phase. Her specialization is in Life Skills Learning Programme in the Foundation Phase.

Professor Ndileleni P. Mudzielwana is an Associate Professor and the HOD in the Department of Early Childhood Education in the School of Education at the University of Venda. She has been in higher education since 1998. Prior to this, she was a primary school teacher, lecturer at the then Tshisimani and Makhado College of education as lecturer and senior lecturer. She is now HOD of the Department of Early Childhood Education in the School of Education. She serves as a member of University Senate, member of university Senate Teaching and Learning, member of the editorial board of Journal of Educational Studies (JES) in the school of Education. She is a member of The South African Research Organisation for Early Childhood Education (SARAECE) and specialises in: Early literacy, teaching reading in the Foundation phase and assessment practices in Higher Education institutions. She has published many articles in accredited journals. She has also coauthored and authored various books.

CONTENTS

Acknowledgement ..................................................................................... 9

Foreword .................................................................................................. 11

Preface .................................................................................................... 13

Introduction ............................................................................................ 15

Chapter - 1
Developmental and Learning Theories ................................... 17

• Introduction • Developmental Learning Theories • Piaget’s Theory of Cognitive Development • The Concrete Operational • Learning is Linking New Information to Prior Knowledge • Learning Requires Instruction at the Appropriate Level and a Guiding Social Environment • Learning is Strategic • Learning Requires Automaticity in Some Skills • Learning Requires Motivation • Vygotsky’s Socio-historical Theory of Cognitive Development • Scaffold Support • Reciprocal Teaching (RT) • Bruner’s Theory of Learning and Development • Ausubel’s Cognitive Field Theory • Bandura’s Social Learning Theory • Gardner’s Theory of Multiple Intelligence • Psychometric Approach • Developmental Approach • Psycho-biological Approach • Verbal-Linguistic • Logical-Mathematical • Visual-Spatial Intelligence • Conclusion.

Chapter - 2
Teaching Reading.................................................................... 41

• Introduction • Definition • Developmental Stages of Reading Development • Prereader • Emergent Reader • Early Reader • The Developing Reader • The Early Fluent Reader • The Independent Reader • Methods for Teaching Reading • The Phonic Method • Whole Language Approach • Models for Reading • The Bottom-Up Approach • Example • Features • Top Down Model • Interactive Model.

Chapter - 3
Reading Comprehension Process ............................................ 59

• Introduction • Why Is Comprehension Instruction Important? • Definition • An Opening Statement • Shared Reading • Group Guided Reading • Independent Reading • Reading Aloud • Goals of Reading Comprehension • Five Essential Components of Effective Reading Instruction • The Models of Teaching Reading Comprehension • The First to Discuss will be Pardos, (2004) Model of Comprehension • Pardo’s (2004; 272) Visual Model of Comprehension • The Reader • Teachers Support Readers • Each will be Discussed Below • Teach Decoding Skills • Help Learners Build Fluency • Build and Activate Prior Knowledge • Teach Vocabulary Words • Motivate Learners • Engage Learners in Personal Response to Text • The Text • Teachers Support Texts • Teach Text Structures • Model Appropriate Text Selection • Provide Regular Independent Reading Time • Teachers Create and Support a Socio-cultural Context • The Transaction • A Heuristic for Thinking About Reading Comprehension: The RAND Reading Study Group Model (RRSG) Snow, C (2002) • The Reader • The Text • The Activity • The Context • Historical/ Cultural Context • Social Context • Instructional Context • The Task Context • The Text Context • The Reader Context • Teaching Reading Strategies • That the Students can be Taught • Reading Comprehension Strategies • Metacognitive Strategies • Metacognition Approach • Metacognitive Skills Associated with Meta Language Awareness Programme • Meta-cognitive Instruction • The Aim of Metacognitive Instruction • Comprehension Strategies • Comprehension Monitoring • Graphic and Semantic Organisers • Questioning • Question Answering • Question Generation • Story Structure • Summarising • Are Learners Taught to: • How Can Comprehension Strategies Be Taught? • Does instruction about these strategies include: • About the teaching consideration. Teachers must consider the following suggestions • Conclusion on Reading Comprehension.

Chapter - 4
Teaching Vocabulary ............................................................. 121

Learning and Language Strategies • The Importance of Strategies in the Learning Process • Strategies in Teaching Second Language Reading • Vocabulary Learning Strategies (VLS) • Determination/Discovery Strategies (DET) • Guessing through Context • Dictionary use • Word Part Analysis • Consolidation Strategies • Memorisation Strategies (MEM) • Cognitive Strategies (COG) • Metacognitive Strategies (MET) • Rich Varied Language Experiences • Teaching Individual Words • Teaching Word Learning Strategies • Fostering Word Consciousness • Conclusion.

Appendices ............................................................................ 141

List of References .................................................................. 145

Index ..................................................................................... 171

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