ERIC Number: ED498565
Record Type: Non-Journal
Publication Date: 2007-Jan
Reference Count: 0
Reading Pathways: Simple Exercises to Improve Reading Fluency. 5th Edition
Hiskes, Dolores G.
Jossey-Bass, An Imprint of Wiley
This book offers an easy-to-use, effective approach to teaching reading accuracy and fluency to students of all ages, using a pyramid format. Reading pyramids begin with one word, and build into phrases and sentences of gradually increasing complexity. As the student moves from the pinnacle to the base of each pyramid, the phrase or sentence becomes more interesting and expansive, and the student's confidence grows. Progressively building up the amount of text per line increases eye span, strengthens eye tracking, and develops reading fluency. The book features more challenging multi-syllable word pyramid exercises and games to further develop fluency and vocabulary. Learning to read long words by syllables removes the fear and mystique of multi-syllable words and helps students build the strong vocabulary so critical for success in reading and writing. Following About This Book, the book is divided into four parts: (1) Simple Pyramids (Short-Vowel Review; Short-Vowel Pyramids; Two-Consonant Endings; Long-Vowel Review; Long-Vowel Pyramids: Mixed Vowel Warmup: The Long and the Short of It; Game: Treasure Chest; Mixed Vowel Pyramids; Two-Consonant Beginnings; R-Modified Vowels; Long-Vowel Digraphs; and Short-Vowel Digraphs); (2) Multisyllable Word Mini-Pyramids; (3) Multisyllable Word Pyramids ("Brain Busters"); and (4) Multisyllable Word Summary, Games, and Index.
Descriptors: Teaching Methods, Reading Instruction, Human Body, Vowels, Sentences, Reading, Reading Fluency, Reading Comprehension, Reading Improvement, Syllables, Educational Games
Jossey-Bass, An Imprint of Wiley. 10475 Crosspoint Blvd, Indianapolis, IN 46256. Tel: 877-762-2974; Fax: 800-597-3299; e-mail: email@example.com; Web site: http://www.josseybass.com
Publication Type: Books; Guides - Classroom - Teacher
Education Level: Elementary Secondary Education
Authoring Institution: N/A