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59th Yearbook Of The National Reading Conference Book in PDF, ePub and Kindle version is available to download in english. Read online anytime anywhere directly from your device. Click on the download button below to get a free pdf file of 59th Yearbook Of The National Reading Conference book. This book definitely worth reading, it is an incredibly well-written.
Author : Anonim
Publisher : Unknown
Page : 0 pages
File Size : 49,9 Mb
Release : 2010
Category : Literacy
ISBN : 1893591123
Author : National Reading Conference (U.S.). Annual Meeting
Publisher : Unknown
Page : 408 pages
File Size : 53,9 Mb
Release : 2009
Category : Reading
ISBN : PSU:000067583287
Author : Timothy Shanahan,Flora V. Rodríguez-Brown
Publisher : Unknown
Page : 584 pages
File Size : 46,6 Mb
Release : 2000
Category : Language Arts & Disciplines
ISBN : STANFORD:36105025359436
Author : National Reading Conference (U.S.)
Publisher : Unknown
Page : 472 pages
File Size : 52,7 Mb
Release : 2007
Category : Reading (Higher education)
ISBN : UOM:39015066368542
Author : National Reading Conference (U.S.)
Publisher : Unknown
Page : 0 pages
File Size : 53,6 Mb
Release : 2009
Category : Literacy
ISBN : 1893591115
Author : James V. Hoffman
Publisher : Unknown
Page : 680 pages
File Size : 43,5 Mb
Release : 2000
Category : Literary Criticism
ISBN : STANFORD:36105026614706
Author : Beth Maloch
Publisher : Unknown
Page : 528 pages
File Size : 47,5 Mb
Release : 2005
Category : Education
ISBN : STANFORD:36105120961698
Author : Kevin Leander
Publisher : Unknown
Page : 375 pages
File Size : 54,5 Mb
Release : 2009
Category : Literacy
ISBN : 9997031393
Author : Timothy Shanahan,Flora V. Rodríguez-Brown
Publisher : Unknown
Page : 584 pages
File Size : 55,9 Mb
Release : 1998
Category : Literacy
ISBN : STANFORD:36105023615763
Author : Anderson, Rebecca S.
Publisher : IGI Global
Page : 759 pages
File Size : 46,6 Mb
Release : 2014-04-30
Category : Education
ISBN : 9781466659834
More emphasis is being placed on writing instruction in K-12 schools than ever before. With the growing number of digital tools in the classroom, it is important that K-12 teachers learn how to use these tools to effectively teach writing in all content areas. The Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings will provide research about how students use digital tools to write, both in and out of school settings, as well as discuss issues and concerns related to the use of these learning methods. This publication is beneficial to educators, professionals, and researchers working in the field of K-12 and teacher education.
Author : Catherine Compton-Lilly,Erica Halverson
Publisher : Routledge
Page : 225 pages
File Size : 47,9 Mb
Release : 2014-04-24
Category : Language Arts & Disciplines
ISBN : 9781317748700
Literacy researchers interested in how specific sites of learning situate students and the ways they make sense of their worlds are asking new questions and thinking in new ways about how time and space operate as contextual dimensions in the learning lives of students, teachers, and families. These investigations inform questions related to history, identity, methodology, in-school and out-of school spaces, and local/global literacies. An engaging blend of methodological, theoretical, and empirical work featuring well-known researchers on the topic, this book provides a conceptual framework for extending existing conceptions of context and provides unique and ground-breaking examples of empirical research.
Author : Natalia Kucirkova,Catherine E. Snow,Vibeke Grøver,Catherine McBride
Publisher : Taylor & Francis
Page : 392 pages
File Size : 49,5 Mb
Release : 2017-03-31
Category : Education
ISBN : 9781317659204
The Routledge International Handbook of Early Literacy Education offers a pioneering overview of early literacy provision in different parts of the world and brings together interdisciplinary research evidence on effective literacy teaching to inform current and future practice and policy of early literacy. From the problem of identification of literacy difficulties in a particular learning context to supporting the provision of early literacy through digital media, the handbook deals with the major concerns and newest areas of interest in literacy research. With an international and future vision, it provides an accessible guide to the main debates and future trends in the global field of early literacy, and informs academics, policy-makers, practitioners, educators and students about innovative early literacy research methods and instruction. The three sections and 30 ground-breaking chapters reflect a conceptual framework of questions asked by scholars and educators interested in looking beyond traditional definitions of literacy. Part I provides contemporary insights collected by internationally renowned scholars on what literacy is, and what it can offer to young children in the twenty-first century. Part II is a collection of detailed portraits of 14 countries, regions or language communities, and focuses on early literacy provision, practice and policy from across the world. Part III outlines key interventions and research-endorsed practices designed to support home–school connections and children’s reading and writing skills, as well as vocabulary, phonological awareness and narrative abilities, with examples drawn from various home, school and community environments. All chapters promote discussion, critical analysis and questions for reflection and are written in jargon-free language in an easy-to use themed format. This handbook is an indispensable reference guide for practising teachers and student teachers, especially those undertaking postgraduate qualifications, as well as early literacy researchers, policy-makers and school-based literacy leaders.
Author : Connie Mayer,Beverly J. Trezek
Publisher : Oxford University Press
Page : 208 pages
File Size : 53,7 Mb
Release : 2015-05-29
Category : Psychology
ISBN : 9780190260996
There is a robust body of knowledge suggesting that early language and literacy experiences significantly impact on future academic achievement. In contrast, relatively little has been written with respect to the early literacy development and experiences of deaf children. In Early Literacy Development in Deaf Children, Connie Mayer and Beverly J. Trezek seek to fill this gap by providing an in-depth exploration of how young deaf children learn to read and write, identifying the foundational knowledge, abilities, and skills that are fundamental to this process. They provide an overview of the latest research and present a model of early literacy development to guide their discussion on topics such as teaching reading and writing, curriculum and interventions, bilingualism, and assessment. Throughout, they concentrate on the ways in which young learners with hearing loss are similar to, or different from, their hearing age peers and the consequent implications for research and practice. Their discussion is wide-reaching, as they focus on children from various cultural and linguistic backgrounds, those with additional disabilities and hearing losses ranging from mild to profound, and those using a range of communication modalities and amplification technologies, including cochlear implants. With the implementation of Universal Newborn Hearing Screening and advancements in hearing technologies that have heightened both the emphasis on literacy development in the early years and the importance of these years in the ultimate development of age-appropriate reading and reading outcomes, this timely text addresses a topic that has thus far eluded the field.
Author : Jeff Whittingham,Stephanie Huffman,Wendy Rickman,Cheryl Wiedmaier
Publisher : IGI Global
Page : 377 pages
File Size : 52,8 Mb
Release : 2013-04-30
Category : Education
ISBN : 9781466639751
"This book combines practical and effective classroom practices with the latest technological research findings utilized in literacy instruction"--Provided by publisher.
Author : Francine Falk-Ross
Publisher : Rowman & Littlefield
Page : 259 pages
File Size : 48,8 Mb
Release : 2014-07-09
Category : Education
ISBN : 9781442229891
Language-Based Approaches to Support Reading Comprehension takes a closer look at students who are frequently marginalized by language differences in the classroom, whether by teachers’ oversight or simply the lack of information. In order to remedy this situation, Falk-Ross and the contributing authors offer their different perspectives on supporting English language learners (ELLs) through specific strategies for assessment and instruction. Each chapter presents a specific issue and challenge, supportive research and up-to-date information, classroom implications and strategies, and case study applications relating to the particular perspective of literacy development for ELLs of middle-level ages.