000			02323nam a2200301 i 4500
003			CSPC
005			20260923100205.0
008			260923s2024 caua b 001 0 eng d
020			_a9781071888780
040			_aCSPC _beng _cCSPC _erda
050	0	0	_aLB1139.5.R43 _bW65 2024
082	0	4	_223 _a372.4 _bN416b
100	1		_aNevills, Pamela, _eauthor.
245	0	0	_aBuilding the young reader's brain, birth through age 8 / _cPamela Nevills.
250			_aThird edition.
264		1	_aThousand Oaks, California, USA : _bCorwin Press, Inc., _c2024.
300			_axix, 277 pages : _billustrations ; _c25 cm.
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
504			_aIncludes bibliographical references and index.
505	0		_aLearning from birth to 2 years -- Rapid learning for 2- and 3-years-olds -- Preparing for this world at age 4 -- Schools routines and rapid learning for 4- and 5-years-olds -- Preparing for reading at age 4-6 -- Teaching for reading in the first grade -- Second-grade readers -- Transition time for third-grade readers -- Assessing and responding to readers with disabilities -- Teachers and students as learning partners -- Conclusion: a dozen key learnings.
520			_aA child's brain, even before birth, begins to develop the five senses and motor skills. The miniscule brain of a developing fetus directs the formation of the nervous system and the child's body. Language experiences, such as talking, singing and interacting with a newborn through the developmental years, are of extreme importance. parents and caregivers quite naturally provide and environment that starts learning right during the first two years of their child's life. Oral language and social development are key for 4-years-old as they approach or attend preschool. The oral language pathway is defined including areas of the brain that support speech. The reading pathway is different and difficult to build. Teachers respond by teaching explicit letters for sounds to letters and to words.
650		0	_aReading (Early childhood).
650		0	_aReading, Psychology of.
942			_2ddc _n0 _cBK _e23 _h372.4 _iN416b _kCIR _m2024
999			_c33386 _d33386