MARC details
| 000 -LEADER |
|---|
| fixed length control field |
08136cam a2200469 a 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
ocn223847404 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20251028093149.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
080725s2009 nyu b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
2008032943 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(Sirsi) i9781593859909 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(Sirsi) i9781593859909 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Transcribing agency |
DLC |
| Modifying agency |
BTCTA |
| -- |
BAKER |
| -- |
YDXCP |
| -- |
C#P |
| -- |
BWX |
| -- |
CDX |
| -- |
YBM |
| -- |
IXA |
| -- |
HNW |
| -- |
CRH |
| -- |
LMR |
| -- |
DEBBG |
| -- |
CHVBK |
| -- |
OCL |
| -- |
OCLCQ |
| -- |
VF$ |
| 019 ## - |
|---|
| -- |
223847544 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781593859909 (pbk. : alk. paper) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
1593859902 (pbk. : alk. paper) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781593859916 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
1593859910 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)223847404 |
| Canceled/invalid control number |
(OCoLC)223847544 |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LB 1576 |
| Item number |
.B98 2009 |
| 049 ## - LOCAL HOLDINGS (OCLC) |
|---|
| Holding library |
VF$A |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Byrnes, James P. |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Language and literacy development : |
| Remainder of title |
what educators need to know / |
| Statement of responsibility, etc. |
James P. Byrnes and Barbara A. Wasik. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
New York : |
| Name of publisher, distributor, etc. |
Guilford Press, |
| Date of publication, distribution, etc. |
c2009. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xiv, 432 p. ; |
| Dimensions |
24 cm. |
| 490 1# - SERIES STATEMENT |
|---|
| Series statement |
Solving problems in the teaching of literacy |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references (p. 379-416) and index. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
pt. I. Introductory issues -- 1. Introduction -- Overview of topics -- General approach of this book -- 2. Brain development, language, and literacy -- Further explorations of cytoarchitecture : cell types and brain layers -- Seven major processes of brain development -- Factors affecting brain development -- Conclusions and caveats. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
pt. II. The development of spoken language competence -- 3. An overview of spoken language competence -- The "nature of" question : what does it mean to say that a child has spoken language competence? -- The relevance question : why should teachers care about whether children acquire spoken language competence? -- The developmental trends question : how does spoken language competence change over time? -- The developmental mechanisms question : what factors promote changes in spoken language competence? -- The deficiencies questions : are there populations of children or adults who lack some or all of the key skills of spoken language competence? Do these individuals experience problems when they learn to read or after they have learned to read? -- 4. The development of phonological skills -- The "nature of " question : what does it mean to say that a child has phonological processing competence? -- The relevance question : why should teachers care about whether children acquire phonological processing competence? -- The developmental trends question : how does phonological processing competence change over time? -- The developmental mechanisms question : what factors promote changes in phonological processing competence? -- The deficiencies question : are there populations of children or adults who lack some or all of the key skills of phonological processing competence? Do these individuals experience problems when they learn to read or after they have learned to read? -- 5. The development of work meaning and vocabulary -- The "nature of" question : what does it mean to say that a child knows the meaning of words? -- The relevance question : why should teachers care about whether children know the meaning of a large number of words? -- The developmental trends question : how does a child's spoken vocabulary change over time? -- The developmental mechanisms question : what factors promote changes in children's spoken vocabulary? -- The deficiencies question : are there populations of children or adults who have underdeveloped or impaired spoken vocabularies? Do these individuals experience problems when they learn to read or after they have learned to read? -- 6. The development of grammatical knowledge -- The "nature of" question : what does it mean to say that a child has grammatical knowledge? -- The relevance question : why should teachers care about whether children ever acquire grammatical knowledge? -- The developmental trends question : how does a child's grammatical knowledge change over time? -- The developmental mechanisms question : what factors promote changes in children's grammatical knowledge? -- The deficiencies question : are there populations of children or adults who have underdeveloped or impaired grammatical knowledge? Do these individuals experience problems when they learn to read or after they have learned to read? |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
pt. III. The development of reading and writing skills -- 7. Beginning reading -- The "nature of" question : what does it mean to say that a child has beginning reading skills? -- The relevance question : why should teachers care about whether children acquire beginning reading skills? -- The developmental trends questions : how do beginning reading skills change over time? -- The developmental mechanisms question : what factors promote changes in beginning reading skills? -- The deficiencies question : are there populations of children or adults who lack some or all of the beginning reading skills? Do these individuals experience problems when they learn to read or after they have learned to read? -- 8. The development of reading comprehension -- The "nature of" question : what does it mean to say that a child has reading comprehension skills? -- The relevance question : why should teachers care about whether children acquire reading comprehension skills? -- The developmental trends question : how do reading comprehension skills change over time? -- The developmental mechanisms question : what factors promote changes in reading comprehension skills? -- The deficiencies question : are there populations of children or adults who lack some or all reading comprehension skills? Do these individuals experience problems when they learn to read or after they have learned to read? -- 9. The development of writing skills -- The "nature of" question : what does it mean to say that someone has writing competence? -- The relevance question : why should teachers care about whether children acquire writing skills? -- The developmental trends question : how do writing skills change over time? -- The developmental mechanisms question : what factors promote changes in writing skills? -- The deficiencies question : are there populations of children or adults who lack some or all writing skills? Do these individuals experience problems when they learn to write or after they have learned to write? |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
pt. IV. Individual and group differences in language and literacy -- 10. Motivational issues in speaking, reading, and writing -- An opportunity-propensity model of student achievement -- The nature of motivation -- The development of motivation -- Individual differences in motivation -- Instructional implications -- 11. Sociocultural issues in speaking, reading, and writing -- The role of gender in language and literacy skill acquisition -- The role of SES in language and literacy skill acquisition -- The role of ethnicity in language and literacy skill acquisition -- The role of dialect in language and literacy skill acquisition -- Conclusions. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
pt. V. Instructional techniques and programs -- 12. General principles of effective instruction -- Effective teachers are skilled decision makers in the classroom -- Domain-general principles of effective instruction -- Summary : identifying effective approaches -- 13. Language and literacy programs that work -- Interventions that develop emergent literacy skills -- Interventions that develop reading skills -- Interventions that develop comprehension skills -- Final thoughts -- references -- Index. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language arts (Elementary) |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Literacy |
| General subdivision |
Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language experience approach in education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Cognition in children. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Wasik, Barbara A. |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| Uniform title |
Solving problems in the teaching of literacy. |
| 856 41 - ELECTRONIC LOCATION AND ACCESS |
|---|
| Materials specified |
Table of contents only |
| Uniform Resource Identifier |
<a href="http://catdir.loc.gov/catdir/toc/ecip0824/2008032943.html">http://catdir.loc.gov/catdir/toc/ecip0824/2008032943.html</a> |
| 856 41 - ELECTRONIC LOCATION AND ACCESS |
|---|
| Materials specified |
Table of contents |
| Uniform Resource Identifier |
<a href="http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016812554&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016812554&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</a> |