R M Price-Mohr Reihenfolge der Bücher (Chronologisch)

This is the fourth book in the third series of the weebee reading scheme for beginner readers (Books 17 - 24). These books have a majority of phonically decodable words, providing opportunities for practising targeted phonics, but most importantly the language is predictable and tells a story. As with Series One and Two, each book introduces twenty new words, including words from the 250 most common words that make up approximately 70% of juvenile reading. Each of these eight books is a chapter story in a series that make up one adventure, in which one of the weebees is lost and the others carry out a search and rescue. The creatures from Series Two return in Series Three and have a chance to show their gratitude to the weebees for the help received. The games and activities found in the Complete Resources Book for Series Three support the learning of the vocabulary for all the books. The game (LexiLudum) is original and unique to this scheme, developed especially for the weebee Reading Scheme and based on Halliday's theory of Systemic Functional Grammar. As with Series One and Two, there are full-page colour illustrations throughout.

This is Freddie is the first of a series of five books about Freddie, a fireman, and his friends. In this book, Freddie drives his fire engine through the countryside. He spots a cat up in a tree. The cat needs rescuing, so Freddie uses the ladder on his fire engine to get up into the tree and rescue the cat. Book two introduces Freddie's friend Andy who drives an ambulance; book three introduces Freddie's friend Dave who drives a digger; book four introduces Freddie's friend Polina, a policewoman who drive a police car; and book five introduces Freddie's' friend Tom who drives a truck. These books can be used as 'read to' books for preschool children or as 'read with' books for beginner readers. There are full-colour illustrations throughout. The simple line drawings appeal to young children and the emotions of the characters are clearly depicted. The text uses alliteration to support phonic skills, and repetition to assist with word recognition or identification. The focus on vehicles, or transport, is intended to appeal especially to boys. The books are best read in sequence as they gradually introduce Freddie's friends. Additionally, the books repeat vocabulary introduced in previous books to assist with long-term word identification.

Miss Lovelace's code gets an upgrade is the third book about Miss Lovelace's amazing code. These books are designed for children in primary or elementary school. They are illustrated in colour throughout. These humorous books are especially appealing to boys. In the first two books, each chapter was a standalone episode, but in this book the chapters are more like a traditional chapter book with each chapter being part of one adventure. The code that is the focus of these stories is object -oriented code using Java based on the WeeBee Code for primary or elementary school children. Although the stories are obviously science fiction, the language used in the code phrases will support children's understanding of the computational principles of object-oriented code. In Miss Lovelace's code gets an upgrade, the children introduced in the second book meet up with another girl while on holiday together. They discover a wicked plot by the owner of the holiday park that will destroy the local ecology and make a plan to foil the eco-criminal's plot. When the children discover that Miss Lovelace's code has a new function, they use this to carry out their cunning plan and are hailed as eco-warriors in the local newspaper. The goodies win and the baddies get their just deserts.

Miss Lovelace's code gets an upgrade is the third book about Miss Lovelace's amazing code. These books are designed for children in primary or elementary school. They are illustrated in colour throughout. These humorous books are especially appealing to boys. In the first two books, each chapter was a standalone episode, but in this book the chapters are more like a traditional chapter book with each chapter being part of one adventure. The code that is the focus of these stories is object -oriented code using Java based on the WeeBee Code for primary or elementary school children. Although the stories are obviously science fiction, the language used in the code phrases will support children's understanding of the computational principles of object-oriented code. In Miss Lovelace's code gets an upgrade, the children introduced in the second book meet up with another girl while on holiday together. They discover a wicked plot by the owner of the holiday park that will destroy the local ecology and make a plan to foil the eco-criminal's plot. When the children discover that Miss Lovelace's code has a new function, they use this to carry out their cunning plan and are hailed as eco-warriors in the local newspaper. The goodies win and the baddies get their just deserts.

This is the fourth book of the parallel set of books in Series 1 of the weebee reading scheme for beginner readers (Books 1a - 8a). These books are written as an alternative to the mainly phonically-decodable books (Books 1-8). They are intended for children who are more holistic learners, often boys, who either cannot access the blending and segmenting approach or prefer not to. They are also written for children who have 'cracked the code' and can already read when they come to school. This reading scheme, that has been six years in development, is the result of a one-year study across sixteen schools in the UK with children in Reception and into Year 1. The research demonstrated statistically significant improvements for children using these books and the associated teaching resources for comprehension and word recognition. Each of the first eight books introduces a new character known as a weebee. The original concept art for the weebees was done by Rolf Mohr an internationally recognised artist in the world of computer games. These original creatures are designed to appeal to boys and girls and are set in an imaginary valley where there are no cultural or gender constraints. There are full-page colour illustrations throughout.

This is the sixth book of the parallel set of books in Series 1 of the weebee reading scheme for beginner readers (Books 1a - 8a). These books are written as an alternative to the mainly phonically-decodable books (Books 1-8). They are intended for children who are more holistic learners, often boys, who either cannot access the blending and segmenting approach or prefer not to. They are also written for children who have 'cracked the code' and can already read when they come to school. This reading scheme, that has been six years in development, is the result of a one-year study across sixteen schools in the UK with children in Reception and into Year 1. The research demonstrated statistically significant improvements for children using these books and the associated teaching resources for comprehension and word recognition. Each of the first eight books introduces a new character known as a weebee. The original concept art for the weebees was done by Rolf Mohr an internationally recognised artist in the world of computer games. These original creatures are designed to appeal to boys and girls and are set in an imaginary valley where there are no cultural or gender constraints. There are full-page colour illustrations throughout.

This is the eighth and final book in the first series of the weebee reading scheme for beginner readers. This reading scheme is the result of a one-year study across sixteen schools in the UK with children in Reception and into Year 1. The research was a randomised controlled trial carried out at the Institute for Effective Education at the University of York. The research demonstrated statistically significant improvements for children using these books and the associated teaching resources in comprehension. These books have a majority of phonically decodable words, but most importantly the language is predictable and tells a story. Each of the first eight books introduces a new character known as a weebee. Teachers reported that children looked forward to reading these books and were highly motivated by the characters and the associated activities that will be available in the Resource book published alongside these books. The original concept art for the weebees was done by Rolf Mohr an internationally recognised artist in the world of computer games. These original creatures are designed to appeal to boys and girls and are set in an imaginary valley where there are no cultural or gender constraints. There are full-page colour illustrations throughout.

This is the third book in the first series of the weebee reading scheme for beginner readers. This reading scheme is the result of a one-year study across sixteen schools in the UK with children in Reception and into Year 1. The research was a randomised controlled trial carried out at the Institute for Effective Education at the University of York. The research demonstrated statistically significant improvements for children using these books and the associated teaching resources in comprehension. These books have a majority of phonically decodable words, but most importantly the language is predictable and tells a story. Each of the first eight books introduces a new character known as a weebee. Teachers reported that children looked forward to reading these books and were highly motivated by the characters and the associated activities that will be available in the Resource book published alongside these books. The original concept art for the weebees was done by Rolf Mohr an internationally recognised artist in the world of computer games. These original creatures are designed to appeal to boys and girls and are set in an imaginary valley where there are no cultural or gender constraints. There are full-page colour illustrations throughout.

This book contains the teaching resources for the alternative vocabulary in Series 1 (Books 1a-8a) of the weebee Reading Scheme. The colour pages are photocopy-able and are printed single sided so that they can alternatively simply be taken out and, for example, laminated. The games and activities in this book are designed to support the learning of vocabulary and targeted phonic sounds used in weebee books 1a-8a. A list of the new vocabulary introduced with each book, along with the story text is provided for all books. Lists of the high frequency words are also included for each book. The high frequency words are from the 100 most common words in written English that comprise, on average, one half of all reading material. Contemporary theory from a multi-disciplinary perspective has been applied to the design and implementation of these teaching materials. Much of the research evidence used in the development of this reading scheme was undertaken in the last decade. Evidence from neuroscience, eye-tracking technology, computer simulation, psychology and psycholinguistics all contributed to the development of these resources that have themselves been successfully trialled in sixteen primary schools in England as part of research undertaken at the Institute for Effective Education at the University of York. The guiding principle is learning through play.

This is the fifth book in the first series of the weebee reading scheme for beginner readers. This reading scheme is the result of a one-year study across sixteen schools in the UK with children in Reception and into Year 1. The research was a randomised controlled trial carried out at the Institute for Effective Education at the University of York. The research demonstrated statistically significant improvements for children using these books and the associated teaching resources in comprehension. These books have a majority of phonically decodable words, but most importantly the language is predictable and tells a story. Each of the first eight books introduces a new character known as a weebee. Teachers reported that children looked forward to reading these books and were highly motivated by the characters and the associated activities that will be available in the Resource book published alongside these books. The original concept art for the weebees was done by Rolf Mohr an internationally recognised artist in the world of computer games. These original creatures are designed to appeal to boys and girls and are set in an imaginary valley where there are no cultural or gender constraints. There are full-page colour illustrations throughout.

This is the first book of the parallel set of books in Series 1 of the weebee reading scheme for beginner readers (Books 1a - 8a). These books are written as an alternative to the mainly phonically-decodable books (Books 1-8). They are intended for children who are more holistic learners, often boys, who either cannot access the blending and segmenting approach or prefer not to. They are also written for children who have 'cracked the code' and can already read when they come to school. This reading scheme, that has been six years in development, is the result of a one-year study across sixteen schools in the UK with children in Reception and into Year 1. The research demonstrated statistically significant improvements for children using these books and the associated teaching resources for comprehension and word recognition. Each of the first eight books introduces a new character known as a weebee. The original concept art for the weebees was done by Rolf Mohr an internationally recognised artist in the world of computer games. These original creatures are designed to appeal to boys and girls and are set in an imaginary valley where there are no cultural or gender constraints. There are full-page colour illustrations throughout.

This resource provides teaching materials for Series 1 (Books 1-8) of the weebee Reading Scheme. The color pages are photocopy-able and printed single-sided for easy removal and lamination. The included games and activities support vocabulary learning and targeted phonic sounds found in weebee books 1-8. Each book features a list of new vocabulary and the corresponding story text, along with target phonic sounds and high-frequency words. The phonic sounds align with the 'Letters and Sounds' phases commonly used in the UK, while the high-frequency words include the 100 most common words in English, which make up about half of all reading material. The design and implementation of these materials draw on contemporary theories from various disciplines, with research conducted in the last decade informing their development. Insights from neuroscience, eye-tracking, computer simulation, psychology, and psycholinguistics have all played a role in creating these resources, which have been successfully trialed in sixteen primary schools in England through research at the Institute for Effective Education at the University of York. The core principle emphasizes learning through play.

This is the eighth book of the parallel set of books in Series 1 of the weebee reading scheme for beginner readers (Books 1a - 8a). These books are written as an alternative to the mainly phonically-decodable books (Books 1-8). They are intended for children who are more holistic learners, often boys, who either cannot access the blending and segmenting approach or prefer not to. They are also written for children who have 'cracked the code' and can already read when they come to school. This reading scheme, that has been six years in development, is the result of a one-year study across sixteen schools in the UK with children in Reception and into Year 1. The research demonstrated statistically significant improvements for children using these books and the associated teaching resources for comprehension and word recognition. Each of the first eight books introduces a new character known as a weebee. The original concept art for the weebees was done by Rolf Mohr an internationally recognised artist in the world of computer games. These original creatures are designed to appeal to boys and girls and are set in an imaginary valley where there are no cultural or gender constraints. There are full-page colour illustrations throughout.

This is the second book in the first series of the weebee reading scheme for beginner readers. This reading scheme is the result of a one-year study across sixteen schools in the UK with children in Reception and into Year 1. The research was a randomised controlled trial carried out at the Institute for Effective Education at the University of York. The research demonstrated statistically significant improvements for children using these books and the associated teaching resources in comprehension. These books have a majority of phonically decodable words, but most importantly the language is predictable and tells a story. Each of the first eight books introduces a new character known as a weebee. Teachers reported that children looked forward to reading these books and were highly motivated by the characters and the associated activities that will be available in the Resource book published alongside these books. The original concept art for the weebees was done by Rolf Mohr an internationally recognised artist in the world of computer games. These original creatures are designed to appeal to boys and girls and are set in an imaginary valley where there are no cultural or gender constraints. There are full-page colour illustrations throughout.

This is the seventh book in the first series of the weebee reading scheme for beginner readers. This reading scheme is the result of a one-year study across sixteen schools in the UK with children in Reception and into Year 1. The research was a randomised controlled trial carried out at the Institute for Effective Education at the University of York. The research demonstrated statistically significant improvements for children using these books and the associated teaching resources in comprehension. These books have a majority of phonically decodable words, but most importantly the language is predictable and tells a story. Each of the first eight books introduces a new character known as a weebee. Teachers reported that children looked forward to reading these books and were highly motivated by the characters and the associated activities that will be available in the Resource book published alongside these books. The original concept art for the weebees was done by Rolf Mohr an internationally recognised artist in the world of computer games. These original creatures are designed to appeal to boys and girls and are set in an imaginary valley where there are no cultural or gender constraints. There are full-page colour illustrations throughout.

In this sequel, school children Antoine, Tomasz, and Sabita unlock the potential of Miss Lovelace's remarkable code, using it to protect their home and school from bullies and criminals. The book features vibrant full-color illustrations, making it especially engaging for reluctant readers. It also supports literacy and computing curricula by introducing object-oriented coding concepts through the WeeBee animation engine, aligning with what's being taught in primary schools.

Recent research shows that a specific text manipulation can significantly benefit students with delayed-visual-disengagement dyslexia by reducing the perception of text movement and enhancing reading comprehension. When reading aloud from this modified text, students experience fewer mispronunciations and errors, leading to improved scores on standardized comprehension tests. Crossbridge Books is pioneering the publication of materials that utilize this innovative text adjustment, aiming to support better literacy outcomes for affected learners.

Recent research highlights a text manipulation technique that significantly aids students with delayed-visual-disengagement dyslexia by reducing the migration effect, where letters or words appear to move. This adjusted text allows for improved reading comprehension and fewer reading errors, leading to better performance on standardized tests. Crossbridge Books is pioneering the publication of materials utilizing this innovative format, making it a valuable resource for educators and students alike.