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This book provides an overview of current research on the
development of reading skills as well as practices to assist
educational professionals with assessment, prevention, and
intervention for students with reading difficulties. The book
reviews the Componential Model of Reading (CMR) and provides
assessment techniques, instructional recommendations, and
application models. It pinpoints specific cognitive, psychological,
and environmental deficits contributing to low reading skills, so
educators can accurately identify student problems and design and
implement appropriate interventions. Chapters offer methods for
assessing problems in decoding, word and sound recognition, and
comprehension. In addition, chapters emphasize the recognition of
student individuality as readers and learners, from understanding
distinctions between difficulties and disabilities to the effects
of first-language orthography on second-language learning. Topics
featured in this book include: Learning the structure of language
at the word level. Reading comprehension and reading comprehension
difficulties Assessing reading in second language learners.
Effective prevention and intervention for word-level reading
difficulties. The neurobiological nature of developmental dyslexia.
Reading Development and Difficulties is a must-have resource for
researchers, practitioners, and graduate students in varied fields,
including child and school psychology; assessment, testing, and
evaluation; social work; and special education. "I think the book
has the potential to be a game changer. It will certainly challenge
the expectations of policy makers, not to mention the teachers of
beginning readers. These chapters will enhance the knowledge base
of those in our schools who are charged with the lofty task of
assuring that children have the best possible opportunities to
acquire the skill of reading." Sir Jim Rose Chair and author of
Independent Review of the Teaching of Early Reading: Final Report
(2006)
Presenting a set of rich case-studies which demonstrate novel and
productive approaches to the study of colonial knowledge, this
volume covers British, Danish, Dutch, French, German, Portuguese,
and Spanish colonial encounters in Africa, Asia, America and the
Pacific, from the sixteenth to the twentieth century.
Often described merely as a colonial construction, the phenomenon
of thuggee remains one of the more contentious and controversial
subjects of nineteenth-century south Asian history. Based largely
on new material, this book constitutes the first in-depth
examination of thuggee as a type of banditry, emerging in a
specific socio-economic and geographic context. The British usually
described the thugs as fanatic assassins and Kali-worshippers, yet
Wagner argues that the history of thuggee need no longer be limited
to the study of its representation.
Based largely on new material, this book examines thuggee as a type
of banditry, emerging in a specific socio-economic and geographic
context. The British usually described the thugs as fanatic
assassins and Kali-worshippers, yet Wagner argues that the history
of thuggee need no longer be limited to the study of its
representation.
This path-breaking book reviews psychological research on practical intelligence and describes its importance in everyday life. The authors reveal the importance of tacit knowledge--what we have learned from our own experience, through action. Although it has been seen as an indispensable element of expertise, intelligence researchers have found it difficult to quantify. Based on years of research, Dr. Sternberg and his colleagues have found that tacit knowledge can be quantified and can be taught. This volume thoroughly examines studies of practical intelligence in the United States and in many other parts of the world as well, and for varied occupations, such as management, military leadership, teaching, research, and sales.
This path-breaking book reviews psychological research on practical intelligence and describes its importance in everyday life. The authors reveal the importance of tacit knowledge--what we have learned from our own experience, through action. Although it has been seen as an indispensable element of expertise, intelligence researchers have found it difficult to quantify. Based on years of research, Dr. Sternberg and his colleagues have found that tacit knowledge can be quantified and can be taught. This volume thoroughly examines studies of practical intelligence in the United States and in many other parts of the world as well, and for varied occupations, such as management, military leadership, teaching, research, and sales.
The essays in Mind in Context serve as a bridge between the work of
radical constructivists, who propose that all cognition depends on
interaction with the outside world, and traditional cognitive
scientists, who feel that all cognition resides in the mind. Here,
concepts of distributed cognition and situated learning are
translated into constructs and methodologies that are accessible to
a broad range of psychology researchers and students. The volume is
divided into three main parts, containing chapters by leaders in
the fields of education, the study of intelligence, and
psychometrics. Part I, dealing with performances in academic and
test-like tasks, includes essays on novelty and intelligence, and
the effects of context on cognition. Part II addresses everyday
tasks, with essays on cognitive tests in job selection; and leader
intelligence, interpersonal stress, and task performance. In Part
III the essays move toward constructing an integrative framework
for understanding the volume as a whole. This volume is essential
reading for cognitive psychologists, social psychologists,
educational psychologists as well as scholars interested in
situated learning.
This book provides an overview of current research on the
development of reading skills as well as practices to assist
educational professionals with assessment, prevention, and
intervention for students with reading difficulties. The book
reviews the Componential Model of Reading (CMR) and provides
assessment techniques, instructional recommendations, and
application models. It pinpoints specific cognitive, psychological,
and environmental deficits contributing to low reading skills, so
educators can accurately identify student problems and design and
implement appropriate interventions. Chapters offer methods for
assessing problems in decoding, word and sound recognition, and
comprehension. In addition, chapters emphasize the recognition of
student individuality as readers and learners, from understanding
distinctions between difficulties and disabilities to the effects
of first-language orthography on second-language learning. Topics
featured in this book include: Learning the structure of language
at the word level. Reading comprehension and reading comprehension
difficulties Assessing reading in second language learners.
Effective prevention and intervention for word-level reading
difficulties. The neurobiological nature of developmental dyslexia.
Reading Development and Difficulties is a must-have resource for
researchers, practitioners, and graduate students in varied fields,
including child and school psychology; assessment, testing, and
evaluation; social work; and special education. "I think the book
has the potential to be a game changer. It will certainly challenge
the expectations of policy makers, not to mention the teachers of
beginning readers. These chapters will enhance the knowledge base
of those in our schools who are charged with the lofty task of
assuring that children have the best possible opportunities to
acquire the skill of reading." Sir Jim Rose Chair and author of
Independent Review of the Teaching of Early Reading: Final Report
(2006)
The essays in Mind in Context serve as a bridge between the work of
radical constructivists, who propose that all cognition depends on
interaction with the outside world, and traditional cognitive
scientists, who feel that all cognition resides in the mind. Here,
concepts of distributed cognition and situated learning are
translated into constructs and methodologies that are accessible to
a broad range of psychology researchers and students. The volume is
divided into three main parts, containing chapters by leaders in
the fields of education, the study of intelligence, and
psychometrics. Part I, dealing with performances in academic and
test-like tasks, includes essays on novelty and intelligence, and
the effects of context on cognition. Part II addresses everyday
tasks, with essays on cognitive tests in job selection; and leader
intelligence, interpersonal stress, and task performance. In Part
III the essays move toward constructing an integrative framework
for understanding the volume as a whole. This volume is essential
reading for cognitive psychologists, social psychologists,
educational psychologists as well as scholars interested in
situated learning.
Presenting a set of rich case-studies which demonstrate novel and
productive approaches to the study of colonial knowledge, this
volume covers British, Danish, Dutch, French, German, Portuguese,
and Spanish colonial encounters in Africa, Asia, America and the
Pacific, from the sixteenth to the twentieth century.
Addressing a key skill in reading, writing, and speaking, this
comprehensive book is grounded in cutting-edge research on
vocabulary development. It presents evidence-based instructional
approaches for at-risk students, including English language
learners and those with learning difficulties. Coverage ranges from
storybook reading interventions for preschoolers to direct
instruction and independent word-learning strategies for older
students. Guidance is provided on using word lists effectively and
understanding how word features influence learning. The book also
reviews available vocabulary assessment tools and describes how to
implement them in a response-to-intervention framework. This title
is part of the What Works for Special-Needs Learners Series, edited
by Karen R. Harris and Steve Graham.
As vernacular writers of late medieval England navigated the
difficulties of composing orthodox texts, both religious and
otherwise, they encountered a limited lexicon. As a consequence,
English works of this era are innovative and creative in their use
of vocabulary. The Language of Heresy in Late Medieval English
Literature examines the way in which these writers complemented
seemingly straightforward terms, like heretic, with a range of
synonyms that complicated the definitions of both those words and
orthodoxy itself. This text proposes four specific terms that
become synonymous with heretic in the parlance of medieval English
writers of the 14th and 15th centuries: jangler, Jew, Saracen, and
witch. These four labels are especially important insofar as they
represent the way in which medieval Christianity appropriated and
subverted the marginalized identities of women, illiterate laity,
Jews, and Muslims to promote an image of unity despite
constantly-shifting reality.
"Less, but better" The motto of the Frankfurt designer Dieter Rams
is still topical today - and very much so. In the face of rapid
globalization and an increasing number of premium product
consumers, the question on the resources and the longevity of
products inevitably arises. The book outlines the prevalent design
trends in Frankfurt and in the Rhine-Main-area from the 1920s to
the 1980s. For furniture, interior and graphic design made in and
around Frankfurt over seven decades, functionality, visual
strength, austerity, aesthetics in clear shapes and the visionary
element always played a major role. This first compact illustration
of regional design also raises the question, to what extent German
design in the 20th century defined itself through decentralized but
intensively interlinked places and institutions.
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