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Title: Straight Talk About Reading : How Parents Can Make a Difference During the Early Years by Susan L. Hall, Louisa, Edd Moats, Louisa Cook Moats, Marilyn Jager, PH.D. Adams ISBN: 0-8092-2857-2 Publisher: McGraw-Hill Trade Pub. Date: 01 October, 1998 Format: Paperback Volumes: 1 List Price(USD): $14.95 |
Average Customer Rating: 4.75 (8 reviews)
Rating: 5
Summary: What can YOU do to help kids learn to read? Here's how.
Comment: This book was truly spectacular if you are interested in really understanding how kids learn to read and what you can do to help! I learned so much from this book, if I had the money, I would buy a ton of them and give them out to anyone who has kids, will have kids, or works with kids.
This book does an amazing job of developmentally (Pre-K through grade 3) describing the skills kids need to acquire in order to read. It fairly reviews the current debate on how kids need to be taught reading, what parents can do (tons of specific age appropriate activities & lists of good books based on reading level), and it describes the research based warning signs for a child who is at risk for reading difficulties.
Rating: 5
Summary: Be proactive in your child's education!
Comment: I am a teacher of children with mild to moderate specific learning disabilities who went through the teacher education program at Ashland University in Ohio. Like countless other teacher education programs, ours stressed only a "whole-language" model of instruction, to the exclusion of all others, especially those that stress explicit phonics instruction.
I bought this book at a symposium given by the International Dyslexia Association, and I am so thankful that I did. As a parent of elementary school-age children I needed to know the things in this book. Specifically...
*Why a book like this is necessary in the first place.
*What is this "great debate" that reading teachers, and educators keep talking about?
*How do children learn to read? Amazingly, this is not taught in many teacher education programs. Why? Because almost all of the research ever done on the issue, any research worth its weight in cotton candy points to the explicit teaching of phonics to be the way that most children learn to read. As the authors so beautifully, and succinctly point out "The English written code is a sound symbol code, not a word symbol code. That is the game."
Parents of school-age children especially need to carefully read this book. Although I myself am a teacher, I believe in a "parent as consumer" focus in education, and, given this, caveat emptor! Parents need to know what they are getting in return for their hard earned tax dollars.
Please email me if you would like to continue this discussion.
Rating: 3
Summary: Good points but it is not "Straight Talk."
Comment: I purchased this book because my younger child is exhibiting signs of having reading difficulty in the future. In contrast, my older child learned to read on her own prior to entering school. From my own experience I realize that there is a wide variation in what children need in school. My easy reader would have found a "face the teacher and practice the sound" program exceptionally boring. I selected this particular book because I wanted "straight talk" on how a school could teach these two, very different, kids. Instead of the "straight talk" I wanted got a very biased presentation. For example, the child that gets phonics is "beaming with success." Secondly, the "researcher" reports the test scores that occur during "whole language" teaching but does not compare it to the scores that occurred during phonics periods. In addition, they do not identify the lag between when a child is taught to read and when they are tested. Thirdly, they should be more clear about why these shifts have taken place. My friends 2nd grader knows phonics well but cannot read because he cannot put it together in context. What happened to those kids in a highly phonics based program. Did they all "beam with success?" Lastly, a credible researcher provides a balanced report that identifies the strengths and weaknesses of both approaches. This book reports phonics as strong and whole language as weak. So, if you want "straight talk" on why phonics is the only way then this is a book for you. I you want to find a balance that will work for many different kids, then keep looking.
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Title: Parenting a Struggling Reader by Susan Hall, Louisa Moats ISBN: 0767907760 Publisher: Broadway Pub. Date: 16 April, 2002 List Price(USD): $14.00 |
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Title: Overcoming Dyslexia: A New and Complete Science-Based Program for Overcoming Reading Problems at Any Level by SALLY MD SHAYWITZ ISBN: 0375400125 Publisher: Knopf Pub. Date: 15 April, 2003 List Price(USD): $25.95 |
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Title: Speech to Print: Language Essentials for Teachers by Louisa Cook Moats ISBN: 1557663874 Publisher: Paul H Brookes Pub Co Pub. Date: July, 2000 List Price(USD): $29.95 |
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Title: Phonemic Awareness in Young Children: A Classroom Curriculum by Marilyn Jager Adams, Barbara R., Ph.D. Foorman, Ingvar, Ph.D. Lundberg, Terri, Ed.D. Beeler, Terri Beeler, Ingvar Lundberg ISBN: 1557663211 Publisher: Paul H Brookes Pub Co Pub. Date: October, 1997 List Price(USD): $25.95 |
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Title: Beginning to Read: Thinking and Learning about Print by Marilyn Jager Adams ISBN: 0262510766 Publisher: MIT Press Pub. Date: 03 February, 1994 List Price(USD): $27.95 |
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