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Teach Your Child to Read in 100 Easy Lessons [Englisch] [Taschenbuch]

Siegfried Engelmann , Phyllis Haddox , Elaine Bruner
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Kurzbeschreibung

15. Juni 1986
With more than half a million copies in print, Teach Your Child to Read in 100 Easy Lessons is the definitive guide to giving your child the reading skills needed now for a better chance at tomorrow, while bringing you and your child closer together.

Is your child halfway through first grade and still unable to read? Is your preschooler bored with coloring and ready for reading? Do you want to help your child read, but are afraid you’ll do something wrong?

Teach Your Child to Read in 100 Easy Lessons is a complete, step-by-step program that shows patents simply and clearly how to teach their children to read.

Twenty minutes a day is all you need, and within 100 teaching days your child will be reading on a solid second-grade reading level. It’s a sensible, easy-to-follow, and enjoyable way to help your child gain the essential skills of reading. Everything you need is here—no paste, no scissors, no flash cards, no complicated directions—just you and your child learning together. One hundred lessons, fully illustrated and color-coded for clarity, give your child the basic and more advanced skills needed to become a good reader.

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Teach Your Child to Read in 100 Easy Lessons + Preschooler's Busy Book: 365 Creative  Games & Activities To Occupy 2-6 Yr Olds + How to Talk So Kids Will Listen & Listen So Kids Will Talk
Preis für alle drei: EUR 33,38

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Produktinformation

  • Taschenbuch: 395 Seiten
  • Verlag: Touchstone; Auflage: Fireside. (15. Juni 1986)
  • Sprache: Englisch
  • ISBN-10: 0671631985
  • ISBN-13: 978-0671631987
  • Größe und/oder Gewicht: 27,7 x 21,1 x 2,3 cm
  • Durchschnittliche Kundenbewertung: 4.8 von 5 Sternen  Alle Rezensionen anzeigen (75 Kundenrezensionen)
  • Amazon Bestseller-Rang: Nr. 65.260 in Fremdsprachige Bücher (Siehe Top 100 in Fremdsprachige Bücher)

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Produktbeschreibungen

Über den Autor und weitere Mitwirkende

Siegfried Engelmann is a professor of education at the University of Oregon, and has written many books on teaching, including Give Your Child a Superior Mind.  He is the originator of Direct Instruction, the most successful approach to teaching, and he has developed more than fifty Direct Instruction programs.
www.zigsite.com

Leseprobe. Abdruck erfolgt mit freundlicher Genehmigung der Rechteinhaber. Alle Rechte vorbehalten.

Chapter 1

LESSON 1

TASK 1 SOUNDS INTRODUCTION


1. (Point to m)I'm going to touch under this sound and say the sound. (Touch first ball of arrow. Move quickly to second ball. Hold two seconds.) mmmmmm. (Release point.)

2. Your turn to say the sound when I touch under it. (Touch first ball.)Get ready. (Move quickly to second ball. Hold.) "mmmmmm."

(To correct child saying a wrong sound or not responding:) The sound is mmmmmm. (Repeat step 2.)

3. (Touch first ball.)Again. Get ready. (Move quickly to second ball. Hold.) "mmmmmm." (Repeat three more times.)

4. (Point to s.)I'm going to touch under this sound and say the sound. (Touch first ball of arrow. Move quickly to second ball. Hold.) ssssss. (Release point.)

5. Your turn to say the sound when I touch under it. (Touch first ball.)Get ready. (Move quickly to second ball. Hold.) "ssssss."

(To correct child saying a wrong sound or not responding:) The sound is ssssss. (Repeat step 5.)

6. (Touch first ball.)Again. Get ready. (Move quickly to second ball. Hold.) "ssssss." (Repeat three more times.)

TASK 2 SAY IT FAST

1. Let's play say-it-fast. My turn: motor (pause) boat. (Pause.) Say it fast. motorboat.

2. Your turn. Wait until I tell you to say it fast. motor (pause) boat. (Pause.) Say it fast. "motorboat." (Repeat step 2 until firm.)

(To correct child saying word slowly -- for example, "motor [pause] boat":) You didn't say it fast. Here's saying it fast: motorboat. Say that. "motorboat." Now let's do that part again. (Repeat step 2.)

3. New word. Listen: ice (pause) cream. (Pause.) Say it fast. "icecream."

4. New word. Listen: sis (pause) ter. (Pause.) Say it fast. "sister."

5. New word. Listen: ham (pause) burger. (Pause.) Say it fast. "hamburger."

6. New word. Listen: mmmeee. (Pause.)Say it fast. "me."

7. New word. Listen: iiifff. (Pause.)Say it fast. "if."

8. (Repeat any words child had trouble with.)

TASK 3 SAY THE SOUNDS

1. I'm going to say some words slowly, without stopping. Then you'll say them with me.

2. First I'll say am slowly. Listen: aaammm. Now I'll say me slowly. Listen: mmmeee. Now I'll say in slowly. Listen: iiinnn. Now I'll say she slowly. Listen: shshsheee.

3. Now it's your turn to say the words slowly with me. Take a deep breath and we'Il say aaammm. Get ready. "aaammm."

(To correct if child stops between sounds -- for example, "aaa [pause] mmm":) Don't stop. Listen. (Don't pause between sounds a and m as you say aaammm.) Take a deep breath and we'll say aaammm. Get ready. "aaammm." (Repeat until child responds with you.)

4. Now we'll say iiinnn. Get ready. "iiinnn." Now we'll say ooonnn. Get ready. "ooonnn."

5. Your turn to say words slowly by yourself. Say aaammm. Get ready. "aaammm." Say iiifff. Get ready. "iiifff." Say mmmeee. Get ready. "mmmeee." Good saying the words slowly.

TASK 4 SOUNDS REVIEW

1. Let's do the sounds again. See if you remember them. (Touch first ball for m,) Get ready. (Quickly move to second ball. Hold.) "mmmmmm."

2. (Touch first ball for s.) Get ready. (Quickly move to second ball. Hold.) "ssssss."

TASK 5 SAY IT FAST

1. Let's play say-it-fast again. Listen: motor (pause) cycle. Say it fast. "motorcycle."

2. mmmeee. (Pause.) Say it fast. "me." iiifff. (Pause.) Say it fast. "if." shshsheee. (Pause.) Say it fast. "she."

TASK 6 SOUNDS WRITING

(Note: Refer to each symbol by its sound, not by its letter name. Make horizontal rules on paper or a chalkboard about two inches apart. Separate writing spaces by spaces about one inch apart. Optionally, divide writing spaces in half with a dotted line:-----.)

1. See chart on page 24 for steps in writing m and s.) You're going to write the sounds that I write. You're going to write a sound on each line. I'll show you how to make each sound. Then you'll write each sound. Here's the first sound you're going to write.

2. Here's how you make mmm. Watch. (Make m at the beginning of first line. Start with a vertical line:

Then add the humps:

(Point to m.) What sound? "mmm." First you're going to trace the mmm that I made. Then you're going to make more of them on the line.

3. (Help child trace sound two or three times. Child is then to make three to five m's on top line. Help child if necessary. For each acceptable letter child makes, say:) Good writing mmm.

4. Here's how to make sss. Watch. (Make s at beginning of second line. Point to s.) What sound? "sss."

5. First you're going to trace the sss that I made. Then you're going to make more of them on the line. (Help child trace sound two or three times. Child is then to make three to five s's on second line. Help child if necessary. For each acceptable letter child makes, say:) Good writing sss.

LESSON 2

TASK 1 SOUNDS REVIEW


1. (Point to m.) I'm going to touch under this sound and say the sound. (Touch first ball of arrow. Move quickly to second ball. Hold two seconds.) mmmmmm. (Release point.)

2. Your turn to say the sound when I touch under it. (Touch first ball.) Get ready. (Move quickly to second ball. Hold.) "mmmmmm."

(To correct child saying a wrong sound or not responding:) The sound is mmmmmm. (Repeat step 2.)

3. (Touch first ball.) Again. Get ready. (Move quickly to second ball. Hold.) "mmmmmm." (Repeat three more times.)

Copyright © 1983 by Siegfried Engelmann

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Einleitungssatz
The sophisticated reading that adults do is analogous to playing a concerto on the piano. Lesen Sie die erste Seite
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Kundenrezensionen

Die hilfreichsten Kundenrezensionen
1 von 1 Kunden fanden die folgende Rezension hilfreich
5.0 von 5 Sternen Success after pre-school floundering 30. Juli 2000
Format:Taschenbuch
We had our son in a very expensive, "child-centered," private preschool using the overly-touted methods of the Italian town of "Reggio-Emilia," in Tuscany. These methods are pure "constructivist," which is to say, that the child is supposed to figure out everything for himself without being told - it is as though each and every child had not only to reinvent the wheel, but everything else as well, including the conventions of our written language. This way of keeping school is consistent with the non-methods of "whole language," predicated on the supposition that a child can learn spelling rules without having had them explained.
Some whole language teachers go one step beyond, assuming erroneously that written English is somehow like Chinese ideographs, and word identification a process like reading Chinese. That is not how written English words are built or properly read. Failing to teach phonics systematically and thoroughly is disastrous for students. Such teachers were probably themselves mistaught.Such nonsense has been a staple in some (not all) schools of education, since the 1930s and earlier.
Our son was not learning to read under this nonsystem, although he loved being read to, and showed in every way he could that he would do it himself, if only he had good instruction.
Of course, we weren't told any of that. These were "professional educators," after all, keepers of the Sacred Secrets of Education, which were none of our business. Might we be thought impertinent for asking why things weren't working well, and why our son couldn't read? "Maybe he isn't ready," a politely expressed suggestion, with unfailing smiles, incidentally absolving the school and its teachers of responsibility.
Lesen Sie weiter... ›
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1 von 1 Kunden fanden die folgende Rezension hilfreich
Von Deborah
Format:Taschenbuch
I was introduced to this program in my undergraduate elementary education training. I used it successfully to remediate a large group of elementary-aged children who were illiterate. Within 5 weeks, they were all reading fluently, at the end of a 1st grade level. My colleagues used it successfully to teach 1st grade students to read, with the same success. Fifteen years later, I am homeschooling my own children, relying on it to un-do the "whole language" decoding reflex my children developed in the public school system. They were taught to memorize the way words looked, rather than to sound them out. This system is phonetically based (as is 85% of the English language!). It is simple and easy to use, with clear instructions for the instructor, giving precise pronunciation guidelines for you to model sounds accurately for your student. There is few if any preparation time involved. Furthermore, letters of the alphabet that are commonly reversed and confused, such as d and b are set in different type. This helps eliminate a lot of decoding confusion for the child. I highly recommend it!
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3.0 von 5 Sternen nicht mehr ganz up to date 6. Januar 2013
Format:Taschenbuch|Verifizierter Kauf
Nicht schlecht, aber inzwischen gibt es das super Buch von Sidney Ledson, das wesentlich praktischer ist und viele spielerische Beispiele zeigt.
War diese Rezension für Sie hilfreich?
5.0 von 5 Sternen It's self-teaching! 27. Juli 2000
Von "kuniklo"
Format:Taschenbuch
I wholeheartedly agree with some of the other reviews that state that nothing will help unless your child is ready to learn. When I first purchased this book, I tried to help my (then) 4 year old daughter through the first lesson. She hated it and wasn't ready to move forward.
So we left the book out and after a week or so she picked it up and to the amazement of my wife and I, she worked her way through the first 10 lessons with a minimum of assistance from us. Granted, I do recommend that parents take part in the instruction, but I use this story as an example of how well thought out and easy to use this method is. Our daughter (now 5) has successfully completed most of the book and is actively reading on her own.
While the methods do focus primarily on phonics, I found that it worked best for us when my wife and I were able to insert whole language methods, explain usage, etc. as our daughter asked questions. Overall it's been a lot of fun and it's wonderful to see her proud of her accomplishments and to realize the immediate gain she has from reading.
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5.0 von 5 Sternen This book is WONDERFUL! 15. Juli 2000
Von Arbela
Format:Taschenbuch
I'm so impressed with how this book was put together. The lessons are fool proof for the parent, as they are written with detailed directions. New sounds are gradually worked into previously mastered tasks so that the child is never given more than he/she can handle (this does wonders for my daughter's reading confidence). Before you know it, your child is reading three and four paragraphs, and the process of getting there wasn't painful at all!
One note: I have read other reviews from parents using this book with 3 and 4 year olds. Certainly, if your preschooler shows an interest in reading, this book is an excellent choice. But NOTHING will work unless your child is READY to learn, not even "100 Lessons." Reading readiness happens at different ages (like every other milestone in childhood), and we as parents must respect our children's personal timetables (difficult to do sometimes, I know). Hey, remember when WE were in kindergarten? We spent our days playing, painting, napping (do they even nap anymore these days). Reading came along in first grade, and many of us may not have been ready to learn until then.
That said, buy the book and use it when your particular family is ready ~ ENJOY! :o)
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5.0 von 5 Sternen Phenomenal
My Four year old had known phonetic sounds since she was 2 1/2 but just started to combine sounds to make words at 4. Lesen Sie weiter...
Veröffentlicht am 15. Juli 2000 von Tracy Lockhart
5.0 von 5 Sternen It worked for me!
At the end of his kindergarten year my son was pronounced 'not reading-ready' due to failure to master 20 sight words with the look-say method. Lesen Sie weiter...
Am 24. Mai 2000 veröffentlicht
5.0 von 5 Sternen Amazing Results!
I had exhausted many of the standard approaches for teaching my restless homeschooled kindergarten son how to read. The normal process just wasn't working! Lesen Sie weiter...
Am 18. Mai 2000 veröffentlicht
5.0 von 5 Sternen tried and proved!
I have used this book to teach four of my six children to read so far. Though each went at a different pace, and finished at a slightly different level of ability, each was well... Lesen Sie weiter...
Am 8. Mai 2000 veröffentlicht
5.0 von 5 Sternen Teach Your child to Read in 100 Easy Lessons
I used this book with my 5 year old. He finished all 100 lessons and now reads a different beginner book each night. The book did an excellent job of teaching phonetic sounds. Lesen Sie weiter...
Veröffentlicht am 9. April 2000 von Debra A. Radway
5.0 von 5 Sternen every parent should have this book
I was a little skeptical about the title of this book. How could any program promise to teach a child so much so quickly? I got the book and started the lessons. Lesen Sie weiter...
Veröffentlicht am 5. April 2000 von Leslie Stevens
5.0 von 5 Sternen IT IS AN EXCELLENT BOOK
A FRIEND SUGGESTED THIS BOOK TO ME WHEN our daughter was three but she wasnt mentally ready for the book so I waited until she was 4 years old. Lesen Sie weiter...
Veröffentlicht am 4. April 2000 von teresa rhodes
5.0 von 5 Sternen works well for children who are ready
We have enjoyed this book and have found it useful. It is not magic, however, and parents must be sensitive to the readiness level of the child. Lesen Sie weiter...
Veröffentlicht am 23. März 2000 von Amy Stone
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