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Author: Stephen B. Kucer
Publisher: Routledge
ISBN: 113561329X
Category : Education
Languages : en
Pages : 368
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Book Description
This popular text examines literacy from a multidimensional and interdisciplinary perspective. It "unpackages" the various dimensions of literacy--linguistic, cognitive, sociocultural, and developmental--and at the same time accounts for the interrelationships among them. The goal is to provide a conceptual foundation upon which literacy curriculum and instruction in school settings can be grounded.
Author: Stephen B. Kucer
Publisher: Routledge
ISBN: 113561329X
Category : Education
Languages : en
Pages : 368
Get Book
Book Description
This popular text examines literacy from a multidimensional and interdisciplinary perspective. It "unpackages" the various dimensions of literacy--linguistic, cognitive, sociocultural, and developmental--and at the same time accounts for the interrelationships among them. The goal is to provide a conceptual foundation upon which literacy curriculum and instruction in school settings can be grounded.
Author: Stephen Kucer
Publisher: Routledge
ISBN: 1136309497
Category : Education
Languages : en
Pages : 346
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Book Description
Teaching the Dimensions of Literacy provides both the conceptual knowledge to support teachers' instructional decisions in the reading/literacy classroom and a multitude of instructional strategy lessons for classroom use with both monolingual and bilingual students. It proposes that teachers need to help children become code breakers (the linguistic dimension), meaning makers (the cognitive dimension), text users and critics (the sociocultural dimension), and scientists (the developmental dimension). Acknowledging and addressing all four dimensions, this text links literacy theory, literacy research, and literacy practice in a useable way. Covering both reading and writing, it features clear, concise, and useable reading and writing strategy lessons and ways to modify them for different types of students. Changes in the Second Edition: Entirely reorganized, the text is more user friendly, builds a stronger link between theory and practice, and makes it is easier for teachers to locate appropriate strategy lessons to use with their students. Academic literacy is addressed more fully.
Author: Michael F. Graves
Publisher: Teachers College Press
ISBN: 0807774618
Category : Education
Languages : en
Pages : 106
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Book Description
Helping students master a broad range of individual words is a vital part of effective vocabulary instruction. Building on his bestselling resource The Vocabulary Book, Michael Graves’s new book describes a practical program for teaching individual words in the K–8 classroom. Designed to foster effective, efficient, and engaging differentiated instruction, Teaching Individual Words combines the latest research with vivid illustrations from real classrooms. Get ready to bridge the vocabulary gap with this user-friendly teaching tool! “Michael Graves shows once again why he is one of our leading lights in vocabulary instruction.” —Claude Goldenberg, Stanford University, School of Education “Does the world need another book on vocabulary instruction? Yes, it needs this one, for no other text available addresses in detail how teachers can select, teach, and assess the meanings of specific words.” —From the Foreword by James F. Baumann, University of Wyoming “This comprehensive and practical resource dives into the heart of word learning and demonstrates how to maximize the benefits of teaching individual words. Dr. Graves skillfully highlights concrete examples of vocabulary instruction as rich and powerful tools that can be easily incorporated into a variety of educational settings. I highly recommend it.” —Kari D. Ross, Curriculum Facilitator and Literacy Specialist, Centennial Schools, Minnesota “A must-have book for any educator’s bookshelf. Dr. Graves’s readable style and practical knowledge make this book easy to use and sure to have an impact.” —Linda Diamond, CEO, Consortium on Reading Excellence
Author: Stephen B. Kucer
Publisher: Routledge
ISBN: 113584030X
Category : Education
Languages : en
Pages : 383
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Book Description
This popular text, now in its third edition, "unpackages" the various dimensions of literacy – linguistic (the nature of language, oral-written language relationships, language variation); cognitive (constructive nature of perception, the reading process, understanding written discourse, the writing process); sociocultural (literacy as social practices, authority of written discourse); and developmental (constructing the written language system) – and at the same time accounts for the interrelationships among them. Distinguished by its examination of literacy from a multidimensional and interdisciplinary perspective, it provides a strong conceptual foundation upon which literacy curriculum and instruction in school settings can be grounded.
Author: Charles Fadel
Publisher: Createspace Independent Publishing Platform
ISBN: 9781518642562
Category : Education
Languages : en
Pages : 0
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Book Description
The foundational reason for why we find it so difficult to rebuild school curricula around the needs of the modern world is that we lack an organizing framework that can help prioritise educational competencies, and systematically structure the conversation around what individuals should learn at various stages of their development. Four-dimensional education provides a clear and actionable first-of-its-kind organizing framework of competencies needed for this century. Its main innovation lies in not presenting yet another one-size-fits-all list of what individuals should learn, but in crisply defining the spaces in which educators, curriculum planners, policymakers and learners can establish what should be learned, in their context and for their future.
Author: Jeffrey D. Wilhelm
Publisher: Teachers College Press
ISBN: 0807770825
Category : Education
Languages : en
Pages : 273
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Book Description
This book lays out a new vision for the teaching of English, building on themes central to Wilhelm's influential "You Gotta BE The Book." With portraits of teachers and students, as well as practical strategies and advice, they provide a roadmap to educational transformation far beyond the field of English. --from publisher description
Author: Seu'ula Johansson-Fua
Publisher: BRILL
ISBN: 9004425314
Category : Education
Languages : en
Pages : 184
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Book Description
Relationality and Learning in Oceania: Contextualizing Education for Development critically engages debates in comparative education and international development relating to context, culture, language and indigenous epistemologies. It draws on experiences of a south-north research-practice team in Solomon Islands and Tonga.
Author: Dorothy Dendy Smith
Publisher: Corwin Press
ISBN: 1412971144
Category : Education
Languages : en
Pages : 225
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Book Description
Teaching literacy to middle school and high school students with significant disabilities can prove challenging when available reading materials don't match students' reading levels and interests. This accessible, step-by-step guide shows teachers how to match students with appropriate texts and develop inventive themed units that encourage literacy learning. The authors demonstrate how teachers can build whole units around a selected text by creating hands-on activities that engage multiple senses. This valuable resource includes sample activities and lesson plans, ideas for adapting general education materials, and essential information on how to Build vocabulary and use retelling and guided reading Teach functional skills on a daily basis Incorporate media and assistive technology Coordinate with general education teachers and involve parents Assess students' learning and meet Individualized Education Plan goals Perfect for special education and inclusive classrooms, this resource features everything teachers need to motivate students with disabilities and help them develop literacy skills! Book jacket.
Author: Linda Baker
Publisher: Routledge
ISBN: 1136484140
Category : Education
Languages : en
Pages : 323
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Book Description
This book comprises a synthesis of current directions in reading research, theory, and practice unified by what has been referred to as the engagement perspective of reading. This perspective guides the research agenda of the National Reading Research Center (NRRC), a consortium of the University of Georgia, University of Maryland, and affiliated scholars. A major goal of the book is to introduce reading researchers to the engagement perspective as defined by the NRRC and to illustrate its potential to integrate the cognitive, social, and motivational dimensions of reading and reading instruction. Engaged readers are viewed as motivated, strategic, knowledgeable, and socially interactive. They read widely for a variety of purposes and capitalize on situations having potential to extend literacy. The book is organized into four sections representing key components of the NRRC research agenda and the engagement perspective. This perspective emphasizes contexts that influence engaged reading. Accordingly, the first section of the volume focuses on the social and cultural contexts of literacy development, with chapters devoted to examining home influences, home-school connections, and the special challenges facing ethnic minorities. The engagement perspective also implies greater attention to the role of motivational and affective dimensions in reading development than traditional views of reading. Therefore, the second section examines motivational theory and its implications for reading engagement, with special attention to characteristics of classroom contexts that promote motivation in reading. The engagement perspective embraces innovative instructional contexts that address the cognitive, social, and motivational aspects of reading. Thus, the third section includes chapters on current directions in promoting children's learning from text, on the value of an integrated curriculum in promoting reading engagement, and on the challenges of assessing students' development as engaged readers. Finally, the broader conception of reading implied by the engagement perspective requires an expanded array of research approaches, sensitive to the complex and interacting contexts in which children develop literacy. The concluding section focuses on these important contemporary issues in literacy research and educational research, with chapters examining the variety of alternative modes of inquiry gaining prominence in literacy research, teacher inquiry, and ethical issues of collaboration between university and teacher researchers. Intended for university-based researchers, graduate students, and classroom teachers, this volume brings together researchers who think about students and their literacy development in school and home communities in distinctly different ways. The cooperative and collaborative inquiry presented contributes to a richer understanding of the many factors influencing engaged reading.
Author: John T. Guthrie
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 264
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Book Description
Drawing on the professional literature of many fields, this book provides an interpretation of the available research on motivation and describes instructional approaches in classroom contexts. The book aims to help teacher educators, researchers, and graduate students understand the research literature in motivation and use in their efforts to enhance children's literacy development. After an introduction, "Reading Engagement: A Rationale for Theory and Teaching" (John T. Guthrie and Allan Wigfield), chapters in the book are: (1) "Children's Motivations for Reading and Reading Engagement" (Allan Wigfield); (2) Developing Self-Efficacious Readers and Writers: The Role of Social and Self-Regulatory Processes" (Dale H. Schunk and Barry J. Zimmerman); (3) "Motivation, Volition, and Collaborative Innovation in Classroom Literacy" (Lyn Corno and Judi Randi); (4) "The Pull of the Text and the Process of Involvement in Reading" (Diane Lemonnier Schallert and JoyLynn Hailey Reed); (5) "Teacher Perceptions of Student Motivation and Their Relation to Literacy Learning" (Anne P. Sweet); (6) "The Role of Responsive Teaching in Focusing Reader Intention and Developing Reader Motivation" (Robert B. Ruddell and Norman J. Unrau); (7) "Characteristics of Classrooms That Promote Motivations and Strategies for Learning" (John T. Guthrie and Ann Dacey McCann); (8) "Integrating Science and Literacy Experiences to Motivate Student Learning" (Roger Bruning and Barbara M. Schweiger); (9) "Ownership, Literacy Achievement, and Students of Diverse Cultural Backgrounds" (Kathryn H. Au); (10) "Starting Right: Strategies for Engaging Young Literacy Learners" (Julianne C. Turner); (11) "Incentives and Intrinsic Motivation to Read" (Linda B. Gambrell and Barbara Ann Marinak); and (12) "School Change and Literacy Engagement: Preparing Teaching and Learning Environments" (Carol Minnick Santa). (RS)
