Anne McGill-Franzen – författare
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4 produkter
4 produkter
Shaping the Preschool Agenda
Early Literacy, Public Policy, and Professional Beliefs
Häftad, Engelska, 1992
369 kr
Tillfälligt slut
Making all children "ready to learn" is the first, and probably the most important, national education goal for the year 2000. What does it mean for children to be "ready to learn?"This book is about the beliefs of the people who are shaping preschool policy. McGill-Franzen tells us what key decision-makers are thinking about preschool education - what counts as school, who should pay for it, what should be taught, and especially, whether there should be reading and writing programs for four-year-olds.This book also explores the history of these beliefs. The author locates contemporary early childhood concepts about "developmental appropriateness" in the ideas of physicians and psychologists of the 1920s, 1930s, and in even earlier periods of time. She believes that these ideas no longer work within the broader framework of literacy as embedded in the interactions of cultures children know and the lives they live.
3 806 kr
Skickas inom 10-15 vardagar
Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives. Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling. The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.
1 940 kr
Skickas inom 10-15 vardagar
Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives. Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling. The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.
368 kr
Skickas inom 11-20 vardagar
While the critical importance of summer reading loss is receiving more attention than in the past, not all summer reading programs are alike. Featuring three new chapters and extensive updating, the second edition of this groundbreaking book describes current research that confirms the importance of key elements in the authors’ summer reading model that are essential to ensure gains for low-income, low-achieving students. Allington and McGill-Franzen—acknowledged experts on reading, remedial reading, and special education—describe multiple models of effective summer reading and book distribution initiatives. They also provide research-based guidelines for planning a successful summer reading program, including tips on book selection, distribution methods, and direction for crucial follow-up.New for the Second Edition:Description of the authors’ recent related research.A new chapter on connecting summer reading programs and the summer reading setback phenomenon by Jennifer M. Graff.A new chapter on summer reading and multilingual and English learners by Natalia Ward.A new chapter on what libraries can do to support children, teens, and families by Maria Cahill.An extensively revised chapter focused on enticing boys to read by Lunetta M. Williams.List of new “favorite titles” as selected by students.Reference to new research that validates the authors’ emphasis on recreational rather than leveled reading, free books, and student choice of reading material.