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Reading for Life
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Table of Contents

Section 1: More than just talk

1. A simple view

2. Oral language development

3. Phonological awareness 1

4. Phonics

5. Fluency

6. Vocabulary

7. Comprehension

8. Underlying processes for reading

9. The consequences of low literacy

Section 2: The Reading Wars

10. The major players

11. Children left behind

12. Rose to the occasion

13. The Land of Oz

14. The current scene

Section 3: The arc of pedagogy is long, but it bends towards evidence

15. Why changing your mind is good for you

16. Cults and catchphrases

17. Won't get fooled again: Logical fallacy

18. Fooling ourselves: Cognitive bias

19. Snake oil: The disappointing truth

20. Diagnosis: Dyslexia

Section 4: Teaching reading and writing

21. Teaching reading and writing: Overview

22. Teaching handwriting

23. Teaching the alphabet

24. Teaching phonological awareness

25. Teaching phonics

26. Teaching fluency

27. Teaching vocabulary

28. Teaching comprehension

Glossary

Index

About the Author

Lyn Stone is a linguist and runs Lifelong Literacy, a specialist tutoring practice for children and adults with learning difficulties, on the Mornington Peninsula in Australia. She also writes courses, trains teachers and acts as a consultant for schools on matters of literacy and language.

Reviews

"With the author's characteristic sharpness and wit, this book pulls together the academic, psychological and ideological threads of the enormous literature on reading instruction, drawing on research, personal experience and a broad sampling of the best that has been thought and said on the matter." - Dr Jennifer Buckingham, Director of FIVE from FIVE reading project

"`Of making many books there is no end' - that certainly applies to books on the teaching of reading. However, there is always room at the top, which is where this book belongs. Lyn Stone has assembled a highly valuable picture of what it takes learn to read, how best to support struggling readers, and teach reading to best effect. She has also captured the context of the `tedious debate' about teaching reading and, in so-doing, exposed the fake opposites, which have muddied the waters in this territory for far too long." - Sir Jim Rose, C.B.E., FRSA

"This is a book that should be read everywhere we require people to read. The tragedy is that anything in this should be contentious or controversial to anyone, given the enormous evidence bases that inform its conclusions, or the precision and care Stone invests in unpacking not just the methodology, but the assumptions and axioms of language transmission. There is a war going on between those who mean well, but promote inefficient methods of reading instruction, and those who also mean well and commit to using the best and most evidenced methods. Stone's book is a fabulous example of the latter, and it is not only a powerful addition to the oeuvre of evidence informed education, but a readable and accessible one too. Read it twice, then pass it on to someone else." - Tom Bennett, Director of researchED

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