Education

Approaching Difficulties in Literacy Development

Author: Felicity Fletcher-Campbell

Publisher: SAGE

ISBN:

Category: Education

Page: 310

View: 516

Approaching Difficulties in Literacy Development: Assessments, Pedagogy and Programmes considers the complexity of literacy difficulties, showing how research into literacy difficulties has to be multi-faceted and multi-disciplinary and involve a range of research approaches and methods. The chapters show that this is necessary to accommodate the wide range of issues that can, potentially, explain literacy difficulties and suggest strategies and interventions to ease those difficulties. This Reader is relevant to all postgraduate students of Literacy, as well as educators, professionals and policy makers.
Language Arts & Disciplines

Approaching Difficulties in Literacy Development

Author: Felicity Fletcher-Campbell

Publisher: SAGE

ISBN:

Category: Language Arts & Disciplines

Page: 320

View: 111

Approaching Difficulties in Literacy Development: Assessments, Pedagogy and Programmes considers the complexity of literacy difficulties, showing how research into literacy difficulties has to be multi-faceted and multi-disciplinary and involve a range of research approaches and methods. The chapters show that this is necessary to accommodate the wide range of issues that can, potentially, explain literacy difficulties and suggest strategies and interventions to ease those difficulties. This Reader is relevant to all postgraduate students of Literacy, as well as educators, professionals and policy makers.
Education

Developing Literacy

Author: International Reading Association, Newark, DE.

Publisher: International Reading Assn

ISBN:

Category: Education

Page: 189

View: 809

Recognizing that language itself is not an isolated entity but part of a larger social, cultural, and cognitive context, the papers in this book investigate the relationships among all aspects of language--reading, writing, speaking, and listening. Literacy is dealt with as the development of language in young children. Issues related to this theme are explored from many different viewpoints--the researcher, the teacher, the psychologist, and the anthropologist--and studies from several countries are analyzed and synthesized to form theoretical constructs. Guiding principles, or models, based on these constructs are presented that suggest ways in which older people can help young children become literate. The following papers are included: "Adult Assistance to Language Development: Scaffolds, Models, and Direct Instruction" (C. B. Cazden); "Thinking and Experience: The Cognitive Base for Language Experience" (I. Athey); "Language Development and Learning to Write: Theory and Research Findings" (R. P. Parker); "Children's Use of Language and Learning to Read" (J. Tough); "Beginning Reading Development: Strategies and Principles" (Y. M. Goodman); "Creating Minds, Created Texts: Writing and Reading (J. Birnbaum and J. Emig); "Writing: What For?" (N. Martin); "The Reading Transaction: What For?" (L. M. Rosenblatt); "Schooling and the Growth of the Mind" (R. P. Parker); "Developing Literacy: Observation, Analysis, and Mediation in Schools" (F. A. Davis); and "Reading and Writing in the Real World: Explorations into the Culture of Literacy" (D. M. Smith). (HTH)
Language Arts & Disciplines

Clinical Approaches to Emergent Literacy Intervention

Author: Laura M. Justice

Publisher: Plural Pub Incorporated

ISBN:

Category: Language Arts & Disciplines

Page: 452

View: 636

Designed for speech-language pathologists at both preprofessional and postgraduate levels, the book will also be of value to reading specialists, literacy coaches, special educators, preschool and kindergarten teachers, and others.
Education

Portraits of Literacy Development

Author: Patricia Antonacci

Publisher: Prentice Hall

ISBN:

Category: Education

Page: 479

View: 437

With an emphasis on the many uses of assessment data, this book offers prospective teachers a unique new approach to using various assessments to inform their literacy instruction at every level. Through examples and discussion, readers are shown how to scaffold literacy instruction for emergent, early, and fluent readers, based on information they have gathered about pupils' learning. A solid research base and strong treatment of underlying theory support dozens of practical, accessible strategies that are clearly aligned with performance-based assessments. The alignment of performance-based assessments and corresponding instructional strategies with national standards facilitates prospective teachers' understanding of the “Leave No Child Behind” initiative and its implications—prepares them for the expectations of colleagues, parents, and school boards. Includes coverage of technology as it relates to literacy teaching and learning. The authors' clear, pragmatic style makes the material easily understandable to undergraduates, graduates and classroom teachers of literacy in Early Childhood and Elementary Schools.
Language Arts & Disciplines

Literacy

Author: Gordon Winch

Publisher: Oxford University Press, USA

ISBN:

Category: Language Arts & Disciplines

Page: 616

View: 123

Providing an introduction to the principal literacy theories, while maintaining a focus on the practical application of literacy skills to everyday teaching, this book is divided into three parts: Reading; Writing; and Children's Literature.
Education

Teaching Reading in the Middle Grades

Author: James A. Rycik

Publisher: Pearson College Division

ISBN:

Category: Education

Page: 226

View: 730

This thought-provoking text supports the efforts of teachers and students working to achieve new and higher standards of reading proficiency in grades 4 to 8. Unlike any other text, "Teaching Reading in the Middle Grades" provides a balanced, readable analysis of recent documents developed by professional organizations, researchers, and government agencies including the National Council of Teachers of English, the International Reading Association, and the National Reading Panel, The text articulates standards for proficient reading performance and for effective instruction and reflects on how these standards provide a useful synthesis of current research and practice about teaching methods. With its careful balance of the different dimensions presented in current research outlining that the teacher, not only the method, is a crucial factor in student achievement, this text helps students grasp the scope and complexity of student achievement in literacy. "Teaching Reading in the Middle Grades" is organized in two partsunderstanding literacy development (Part I) and supporting literacy development (Part II)and incorporates various classroom routines throughout the book. Ideal as a main text or a reference guide for teachers, this flexible textbook is intended for reading and language arts teachers in middle school settings who are trying to help their students become better readers and writers. It also teaches both pre-service and practicing teachers how to meet the specific needs of all the teachers who have been given responsibility for developing the proficiency of readers in the middle grades. Praise for "Teaching Reading in the Middle Grades" " The major strength of this manuscript is the readable nature of the material. It is cutting-edge, essentially accurate, and easy to read at the same time. This text is readable and very practical. Most concepts that are introduced are thoroughly developed and the writer also provides many suitable examples of how to apply the material. It's refreshing to read a text that explicitly mentions English Language Learners (ELL) as opposed to mentioning the obvious fact that reading texts should reflect a diversity of cultural experiences or some other such generic admonition. " Paul L. Markham, University of Kansas " The discussion of scaffolding is among the best I have read. It's clear and comprehensible. Few authors directly address the confusion between teaching strategies and reader strategies. I love the transition between read-alouds and oral reading by studentsI look forward to quoting the authors in the future when I do presentations on oral reading strategies. Hats off to the authors for modeling the pattern guide with a primary source! This is the first textbook in which I have seen the pattern guide used with this type of reading/listening material. " Lois E. Huffman, North Carolina State University "
Education

Development of Orthographic Knowledge and the Foundations of Literacy

Author: Edmund H. Henderson

Publisher: Routledge

ISBN:

Category: Education

Page: 369

View: 151

This volume unites spelling and word recognition -- two areas that have largely remained theoretically and empirically distinct. Despite considerable advances in the investigation of processes underlying word perception and the acknowledgement of the seminal importance of lexical access in the reading and writing processes, to date the development and functioning of orthographic knowledge across both encoding and decoding contexts has rarely been explored. The book begins to fill this void by offering a coherent and unified articulation of the perceptual, linguistic, and cognitive features that characterize an individual's advancing word/orthographic knowledge, providing evidence for a common knowledge base underlying spelling in writing and word recognition in reading. From a developmental perspective, the studies and syntheses presented in this volume blend insights from psychology and language study with those from clinical and classroom observations. These insights help explain how individuals, from preschool through adolescence, develop knowledge of the orthographic system underlying word structure in English and how they apply this knowledge in actual writing and reading contexts. Implications are drawn for the assessment and teaching of spelling, vocabulary, and word analysis from primary through middle grades.
Education

Assessment and Instruction of Reading and Writing Difficulty

Author: Marjorie Y. Lipson

Publisher: Allyn & Bacon

ISBN:

Category: Education

Page: 702

View: 643

Focusing on ability/disability and reading/writing from an interactive perspective, this text emphasizes the importance of determining and establishing the appropriate learning environment for the individual learner. Extensive, in-depth treatment of current research and best practices make this text a 'must-have' addition to any current or future teacher's library. Section I (Chs. 1-3) provides the readers with a strong, comprehensive knowledge of reading/writing research and assessment practices from which readers can move forward to the second and third sections of the text (Chs. 4-10), which contain detailed discussions and examples of assessment practices. Traditional assessments of students are fully explored, and two chapters are devoted to assessing context factors like instructional methods and materials and tasks. Both classroom-based and standardized assessments are described. Section IV stands alone as an important chapter linking assessment to instruction by means of diagnostic instruction. Section V (Ch. 12-15) is devoted to instructional practices designed to improve reading and writing instruction for struggling students. Chapters on word recognition, vocabulary, comprehension-composition, and "high-utility strategies" address the major components of literacy development. In the final section (Ch. 16), issues related to professional standards and written reports is addressed.
Language Arts & Disciplines

Stages of Reading Development

Author: Jeanne Sternlicht Chall

Publisher:

ISBN:

Category: Language Arts & Disciplines

Page: 293

View: 545

Examines the basic stages in a child's development of reading skills and suggests methods for aiding this learning process in school and at home
Education

Enhancing Literacy for All Students

Author: S. Jay Kuder

Publisher: Prentice Hall

ISBN:

Category: Education

Page: 365

View: 197

This book prepares teachers to shape the reading, writing and language skills of children in diverse classroom settings. With its focus on early literacy activities in home and school settings, this book offers thorough coverage that helps readers grasp literacy development as it occurs from emergent to advanced levels. Rooted in practicality, it presents methods that have been successful with children who have a wide spectrum of learning abilities as well as those with substantial learning challenges. Chapter topics include foundations of literacy; students with literacy difficulties; assessing literacy; enhancing emergent literacy, early literacy, transitional literacy, and advanced literacy skills; specialized approaches for literacy difficulties; enhancing literacy with students with moderate and severe disabilities; literacy and diversity; and families and literacy. For elementary school teachers of reading and language arts.