Deborah C. Simmons – författare
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9 produkter
9 produkter
Inbunden, Engelska, 1998
2 008 kr
Skickas inom 10-15 vardagar
The purpose of this book is to communicate findings of a research synthesis investigating the bases of reading failure and the curricular and instructional basics to help guide the design and advancement of children's reading performance. The synthesis--completed by the National Center to Improve the Tools of Educators (NCITE) and sponsored by the U.S. Department of Education's Office of Special Education Programs--was conducted as part of NCITE's mission to improve the quality of educational tools that largely shape practice in American schools.
Häftad, Engelska, 1998
1 199 kr
Skickas inom 10-15 vardagar
The purpose of this book is to communicate findings of a research synthesis investigating the bases of reading failure and the curricular and instructional basics to help guide the design and advancement of children's reading performance. The synthesis--completed by the National Center to Improve the Tools of Educators (NCITE) and sponsored by the U.S. Department of Education's Office of Special Education Programs--was conducted as part of NCITE's mission to improve the quality of educational tools that largely shape practice in American schools.
Häftad, Engelska, 2001
555 kr
Skickas inom 10-15 vardagar
First published in 2001. This is a special issue Volume 5, Number 3, from 2001 of Scientific Studies of Reading that looks at the DNA of reading fluency in scientific inquiry accounts. The contributors offer a selection of essays seeks to establish that that fluent reading is plainly developmental and represents an outcome of well-specified sub lexical and lexical processes and skills developed for most children over a bounded period of pedagogical time, rather than in just the school setting.
E-bok
Engelska, 2001621 kr
Läs direkt efter köp
First published in 2001. This is a special issue Volume 5, Number 3, from 2001 of Scientific Studies of Reading that looks at the DNA of reading fluency in scientific inquiry accounts. The contributors offer a selection of essays seeks to establish that that fluent reading is plainly developmental and represents an outcome of well-specified sub lexical and lexical processes and skills developed for most children over a bounded period of pedagogical time, rather than in just the school setting.
E-bok
PDF, Engelska, 2001621 kr
Läs direkt efter köp
First published in 2001. This is a special issue Volume 5, Number 3, from 2001 of Scientific Studies of Reading that looks at the DNA of reading fluency in scientific inquiry accounts. The contributors offer a selection of essays seeks to establish that that fluent reading is plainly developmental and represents an outcome of well-specified sub lexical and lexical processes and skills developed for most children over a bounded period of pedagogical time, rather than in just the school setting.
E-bok
Engelska, 19981 422 kr
Läs direkt efter köp
The purpose of this book is to communicate findings of a research synthesis investigating the bases of reading failure and the curricular and instructional basics to help guide the design and advancement of children''s reading performance. The synthesis--completed by the National Center to Improve the Tools of Educators (NCITE) and sponsored by the U.S. Department of Education''s Office of Special Education Programs--was conducted as part of NCITE''s mission to improve the quality of educational tools that largely shape practice in American schools.
E-bok
PDF, Engelska, 19981 422 kr
Läs direkt efter köp
The purpose of this book is to communicate findings of a research synthesis investigating the bases of reading failure and the curricular and instructional basics to help guide the design and advancement of children''s reading performance. The synthesis--completed by the National Center to Improve the Tools of Educators (NCITE) and sponsored by the U.S. Department of Education''s Office of Special Education Programs--was conducted as part of NCITE''s mission to improve the quality of educational tools that largely shape practice in American schools.
Inbunden, Engelska, 2017
2 749 kr
Skickas inom 10-15 vardagar
First published in 2001. This is a special issue Volume 5, Number 3, from 2001 of Scientific Studies of Reading that looks at the DNA of reading fluency in scientific inquiry accounts. The contributors offer a selection of essays seeks to establish that that fluent reading is plainly developmental and represents an outcome of well-specified sub lexical and lexical processes and skills developed for most children over a bounded period of pedagogical time, rather than in just the school setting.
Häftad, Engelska, 2015
381 kr
Skickas inom 5-8 vardagar
Students in early childhood settings don’t always get the benefits of shared book reading - a strategy proven to boost language skills and content knowledge. Prepare the next generation of teachers to make the most of shared reading with this accessible textbook, a complete guide to building vocabulary-rich science and social studies lessons and discussions around storybooks and informational texts. Field-tested with children in high-poverty school settings, this instructional approach is valuable for any young learners at risk for comprehension difficulties.This concise book presents the authors’ proven, empirically based “Project WORLD” (Words of Oral Reading and Language Development) framework for integrating shared book reading into the classroom. Offering both big-picture curriculum design principles and specific instructional strategies, this text gives teachers the know-how they need to accelerate language skills, vocabulary development, and high-priority science and social studies content knowledge for all young children. Ideal for preservice teacher education courses and in-service professional development!This accessible textbook prepares early childhood educators to teach vocabulary-rich science and social studies lessons through shared book reading. Presents a complete framework for boosting language skills and content knowledge.GET TEACHERS READY TO:Use the most effective shared book reading and vocabulary practicesTeach new vocabulary while introducing key science and social studies conceptsAlign vocabulary instruction with content standards and objectivesStimulate and expand children’s oral language abilities via interactive book discussionsImplement a framework tested in collaboration with Head Start and preschool teachersChoose their own books and vocabulary words to teachDesign lesson plans that get resultsBuild a strong foundation for children’s future success in science and social studiesAdvance learning with proven teaching techniques, such as multiple exposures to words and connected concepts and strategiesSuccessfully teach both English language learners and native English speakersPRACTICAL MATERIALS: A step-by-step Shared Book Reading Instructional Unit Planner, sample vocabulary words with child-friendly definitions, real-life classroom vignettes with embedded instructional techniques and suggestions, examples of appropriate storybooks and informational texts paired by science or social studies themes, and tools to support teachers’ content vocabulary instruction.