Frances Paulson – författare
57 kr
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C''est le premier livre d''une nouvelle collection de livres d''enfants Les aventures de Jacques et Gizmo. Ces livres sont conus pour les jeunes garons du niveau primaire et pr-scolaire. galement ces livres sont rdigs en s''appuyant sur la recherche pdagogique relie aux facteurs/conditions favorables accrotre l''intrt la lecture de tout garon ds son jeune ge.
D''ailleurs les recherches en ducatlon indiquent que l''indice majeur de succs scolaire, long terme de tout lve, est son niveau d''veil la lecture( anglais reading readiness ) acquis avant ses dbuts scolaires. Ces mmes recherches dmontrent que les garons entours de certains livres possdants certains caractristiques manifesteront un plus haut degr d''veil la lecture en dbutant le primaire. Ces traits sont:
1.Des livres o le personnage principal est masculin.2.Des livres appartenants l''enfant, bien qu''il ne sait pas encore lire.3.Des livres d''action, d''exploits et des situations o le garon trouve lui-mme une solution.4.Des livres o le personnage principal sert de modle par son comportement vis--vis, la lecture, la rsolution de conflits et la curiosit intellectuelle. 5.Des livres que les parents seront l''aise avec le vocabulaire en lissant leur fils, qui plus tard apprendra le lire tout seul.
56 kr
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This is the first in a new series of childrens books, The Adventures of Jamaal and Gizmo. These books are aimed specifically at young and early school-aged boys. They are written based on the educational research into the factors that have been shown to play a role in increasing the probability that boys will develop an interest in reading at an early age.
Educational research has shown that the number one predictor that children will experience long-term success in school is the level of reading readiness that they already have when they begin school. The research also shows that young boys that have been provided with books that have specific characteristics are likely to have a higher level of reading readiness when they begin school. These characteristics are:
1.Books that have a male as the central character;2.Books that the boys actually own, even if they cannot yet read them by themselves; 3.Books that contain action, adventure and/or problem-solving by boys; 4.Books that portray the central character modelling behaviours such as reading, problem-solving, and searching for and applying knowledge; 5.Books in which the vocabulary allows them to be read to boys by their parents in their early years, and by the boys themselves once they begin to read for themselves.