M. Susan Burns

Bio: M. Susan Burns is an academic researcher. The author has contributed to research in topics: Reading (process) & Literacy. The author has an hindex of 7, co-authored 8 publications receiving 6733 citations.

Preventing reading difficulties in young children

Abstract: 1 Front Matter 2 Executive Summary 3 Part I: Introduction to Reading 4 1. Introduction 5 2. The Process of Learning to Read 6 Part II: Who Are We Talking About? 7 3. Who Has Reading Difficulties? 8 4. Predictors of Success and Failure in Reading 9 Part III: Prevention and Intervention 10 5. Preventing Reading Difficulties Before Kindergarten 11 6. Instructional Strategies for Kindergarten and the Primary Grades 12 7. Organizational Strategies for Kindergarten and the Primary Grades 13 8. Helping Children with Reading Difficulties in Grades 1 to 3 14 Part IV: Knowledge into Action 15 9. The Agents of Change 16 10. Recommendations for Practice and Research 17 References 18 Biographical Sketches 19 Index

Knowledge to Support the Teaching of Reading: Preparing Teachers for a Changing World

Abstract: Preface. National Academy of Education's Reading Sub-Committee Members. Acknowledgements. About the Authors. 1: Yet Another Report About Teacher Education? 2: Students Change: What Are Teachers to Learn About Reading Development? 3: Students Vary: How Can Teachers Address All Their Needs? 4: Students Encounter Difficulties: When Teachers Need Specialized Knowledge. 5: Learning to Use Assessments Wisely. 6: A Model of Professional Growth in Reading Education. Appendix. References. Name Index. Subject Index.

Starting Out Right: A Guide to Promoting Children's Reading Success. Specific Recommendations from America's Leading Researchers on How To Help Children Become Successful Readers.

Abstract: 1 Front Matter 2 Introduction 3 Promoting Children's Reading Success 4 Growing Up to Read 5 Becoming Real Readers 6 Preventing Reading Difficulties 7 Glossary 8 For More Information 9 Internet Resources 10 Acknowledgements & Credits 11 Index

Starting Out Right: A Guide to Promoting Children's Reading Success

Abstract: 1 Front Matter 2 Introduction 3 Promoting Children's Reading Success 4 Growing Up to Read 5 Becoming Real Readers 6 Preventing Reading Difficulties 7 Glossary 8 For More Information 9 Internet Resources 10 Acknowledgements & Credits 11 Index

What speech-language pathologists need to know about early reading.

Abstract: The National Research Council report, Preventing Reading Difficulties in Young Children, reviews research on early reading and recommends prevention strategies and optimal interventions for reading difficulties. Since speech-language pathologists often treat children whose language problems co-occur

What Video Games Have to Teach Us About Learning and Literacy

Abstract: Good computer and video games like System Shock 2, Deus Ex, Pikmin, Rise of Nations, Neverwinter Nights, and Xenosaga: Episode 1 are learning machines. They get themselves learned and learned well, so that they get played long and hard by a great many people. This is how they and their designers survive and perpetuate themselves. If a game cannot be learned and even mastered at a certain level, it won't get played by enough people, and the company that makes it will go broke. Good learning in games is a capitalist-driven Darwinian process of selection of the fittest. Of course, game designers could have solved their learning problems by making games shorter and easier, by dumbing them down, so to speak. But most gamers don't want short and easy games. Thus, designers face and largely solve an intriguing educational dilemma, one also faced by schools and workplaces: how to get people, often young people, to learn and master something that is long and challenging--and enjoy it, to boot.

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Abstract: Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

From Neurons to Neighborhoods: The Science of Early Childhood Development

Abstract: How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.

Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction

Abstract: TEACHING CHILDREN TO READ: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction Table of

School Readiness and Later Achievement

Abstract: Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds