|
Showing 1 - 21 of
21 matches in All Departments
|
Kingsland (Hardcover)
Patrizia A. Stahle, Patrizia Fama Stahle
|
R627
Discovery Miles 6 270
|
Ships in 12 - 17 working days
|
Originating in a recent CIERA conference held at the University of
Michigan, this book brings together the nation's most distinguished
researchers to examine how readers understand text and how
comprehension is assessed. The first part provides both national
and historical contexts for the study of reading comprehension. The
second part examines how vocabulary, motivation, and expertise
influence comprehension, and it includes analyses of the
developmental course and correlates of comprehension. Chapters in
the third part consider how schools focus on comprehension for
instruction and assessment. The fourth part includes chapters on
large-scale assessment that analyze how test formats and
psychometric characteristics influence measures of reading
comprehension. At the end of each part is a commentary--written by
an expert--that reviews the chapters, critiques the main points,
and synthesizes critical issues. Key features of this outstanding
new book include: *Integration of Research and Practice--provides a
bridge between conceptual issues studied by researchers concerned
with reading comprehension theories and practical issues addressed
by educators concerned with classroom instruction and assessment.
*Comprehension Focus--provides a thorough history and rigorous
research-based analyses of reading comprehension. *Assessment
Focus--provides innovative approaches to comprehension assessment
that include the influences of vocabulary, decoding, and
motivation. *Synthetic Commentaries--provides periodic summaries
that analyze and synthesize research, practices, and issues
discussed in each part. *Expertise--contributing authors and
commentators are highly respected authorities on reading
comprehension (see table of contents). This text is appropriate for
educational and psychological researchers, reading educators, and
graduate students in education and psychology. It is part of the
CIERA series, which includes the following volumes: Taylor and
Pearson: Teaching Reading: Effective Schools, Accomplished Teachers
(2002) Van Kleeck, Stahl, and Bauer: On Reading Books to Children:
Parents and Teachers (2003) Hoffman and Schallert: The Texts in
Elementary Classrooms (2005)
Learning new words is foundational to success in school and life.
Researchers have known for years that how many word meanings a
student knows is one of the strongest predictors of how well that
student will understand text and be able to communicate through
writing. This book is about how children learn the meanings of new
words (and the concepts they convey) and how teachers can be
strategic in deciding which words to teach, how to teach them, and
which words not to teach at all.
This book offers a comprehensive approach to vocabulary
instruction. It offers not just practical classroom activities for
teaching words (though plenty of those are included), but ways that
teachers can make the entire curriculum more effective at promoting
students' vocabulary growth. It covers the 'why to' and 'when to'
as well as the 'how to' of teaching word meanings.
Key features of this exciting new book include:
*A variety of vocabulary activities. Activities for teaching
different kinds of words such as high frequency words, high utility
words, and new concepts, are explained and illustrated.
*Guidelines for choosing words. A chart provides a simple framework
built around seven basic categories of words that helps teachers
decide which words to teach and how to teach them.
*Word learning strategies. Strategies are offered that will help
students use context, word parts, and dictionaries more
effectively.
*Developing Word Consciousness. Although specific vocabulary
instruction is fully covered, the primary goal of this book is to
develop students' independent interest in words and their
motivation to learn them.
*Integrated Vocabulary Instruction. Teachers are encouraged
toimprove the reading vocabularies of their students by looking for
opportunities to integrate vocabulary learning into activities that
are undertaken for other purposes.
Learning new words is foundational to success in school and life.
Researchers have known for years that how many word meanings a
student knows is one of the strongest predictors of how well that
student will understand text and be able to communicate through
writing. This book is about how children learn the meanings of new
words (and the concepts they convey) and how teachers can be
strategic in deciding which words to teach, how to teach them, and
which words not to teach at all.
This book offers a comprehensive approach to vocabulary
instruction. It offers not just practical classroom activities for
teaching words (though plenty of those are included), but ways that
teachers can make the entire curriculum more effective at promoting
students' vocabulary growth. It covers the 'why to' and 'when to'
as well as the 'how to' of teaching word meanings.
Key features of this exciting new book include:
*A variety of vocabulary activities. Activities for teaching
different kinds of words such as high frequency words, high utility
words, and new concepts, are explained and illustrated.
*Guidelines for choosing words. A chart provides a simple framework
built around seven basic categories of words that helps teachers
decide which words to teach and how to teach them.
*Word learning strategies. Strategies are offered that will help
students use context, word parts, and dictionaries more
effectively.
*Developing Word Consciousness. Although specific vocabulary
instruction is fully covered, the primary goal of this book is to
develop students' independent interest in words and their
motivation to learn them.
*Integrated Vocabulary Instruction. Teachers are encouraged
toimprove the reading vocabularies of their students by looking for
opportunities to integrate vocabulary learning into activities that
are undertaken for other purposes.
Originating in a recent CIERA conference held at the University of
Michigan, this book brings together the nation's most distinguished
researchers to examine how readers understand text and how
comprehension is assessed. The first part provides both national
and historical contexts for the study of reading comprehension. The
second part examines how vocabulary, motivation, and expertise
influence comprehension, and it includes analyses of the
developmental course and correlates of comprehension. Chapters in
the third part consider how schools focus on comprehension for
instruction and assessment. The fourth part includes chapters on
large-scale assessment that analyze how test formats and
psychometric characteristics influence measures of reading
comprehension. At the end of each part is a commentary--written by
an expert--that reviews the chapters, critiques the main points,
and synthesizes critical issues. Key features of this outstanding
new book include: *Integration of Research and Practice--provides a
bridge between conceptual issues studied by researchers concerned
with reading comprehension theories and practical issues addressed
by educators concerned with classroom instruction and assessment.
*Comprehension Focus--provides a thorough history and rigorous
research-based analyses of reading comprehension. *Assessment
Focus--provides innovative approaches to comprehension assessment
that include the influences of vocabulary, decoding, and
motivation. *Synthetic Commentaries--provides periodic summaries
that analyze and synthesize research, practices, and issues
discussed in each part. *Expertise--contributing authors and
commentators are highly respected authorities on reading
comprehension (see table of contents). This text is appropriate for
educational and psychological researchers, reading educators, and
graduate students in education and psychology. It is part of the
CIERA series, which includes the following volumes: Taylor and
Pearson: Teaching Reading: Effective Schools, Accomplished Teachers
(2002) Van Kleeck, Stahl, and Bauer: On Reading Books to Children:
Parents and Teachers (2003) Hoffman and Schallert: The Texts in
Elementary Classrooms (2005)
"On Reading Books to Children: Parents and Teachers" brings
together in one volume current research on adult book reading to
children. The authors, drawn from around the world, are key
researchers and eminent scholars from the fields of reading and
literacy, child language, speech pathology, and psychology,
representing multiple perspectives within these disciplines.
Chapters on the effects and limitations of book sharing are
integrated with chapters discussing promising programs on storybook
research. The reality of reading to children is more complex than
it appears on the surface. The authors discuss some effects of and
suggestions for reading to children that have emerged from the
research. The ideas set forth in this volume will stimulate new
lines of research on the effects of storybook reading, as well as
refinements of current methods, yielding findings that enrich our
understanding of this important arena of literacy
development.
"On Reading Books to Children: Parents and Teachers" brings
together in one volume current research on adult book reading to
children. The authors, drawn from around the world, are key
researchers and eminent scholars from the fields of reading and
literacy, child language, speech pathology, and psychology,
representing multiple perspectives within these disciplines.
Chapters on the effects and limitations of book sharing are
integrated with chapters discussing promising programs on storybook
research. The reality of reading to children is more complex than
it appears on the surface. The authors discuss some effects of and
suggestions for reading to children that have emerged from the
research. The ideas set forth in this volume will stimulate new
lines of research on the effects of storybook reading, as well as
refinements of current methods, yielding findings that enrich our
understanding of this important arena of literacy
development.
This book started with a simple idea -- examine models of reading
instruction that have emerged during the past 20 years. These
models span a wide range of instruction representing a continuum
from highly structured, task analytic instruction to child-centered
and holistic instruction. Each model has its own epistemology or
views on how reading and instruction are to be defined. The
different epistemologies indicate different principles of
instruction which, in turn, indicate different practices in the
classroom. Each model is also supported by a different research
base. In this volume, leading proponents of these different models
discuss their ideas about reading instruction thereby encouraging
readers to make their own comparisons and contrasts.
The chapter authors seem to adopt the editors' eclectic
approach--to some greater or lesser extent--incorporating aspects
of other models into their instruction as they see other goals.
Thus, models of reading instruction are complex. Complicating
matters further is the fact that teachers hold their own models of
reading, which may or may not be congruent with those discussed
here. Although academically developed models influence college
preservice and in-service instruction, teachers' own models of
reading filter the information that they take from what they learn
from these perspectives. By carefully examining these variables,
this book makes a firm contribution toward disciplined inquiry into
what it means to teach reading.
This book started with a simple idea -- examine models of reading
instruction that have emerged during the past 20 years. These
models span a wide range of instruction representing a continuum
from highly structured, task analytic instruction to child-centered
and holistic instruction. Each model has its own epistemology or
views on how "reading" and "instruction" are to be defined. The
different epistemologies indicate different principles of
instruction which, in turn, indicate different practices in the
classroom. Each model is also supported by a different research
base. In this volume, leading proponents of these different models
discuss their ideas about reading instruction thereby encouraging
readers to make their own comparisons and contrasts.
The chapter authors seem to adopt the editors' eclectic
approach--to some greater or lesser extent--incorporating aspects
of other models into their instruction as they see other goals.
Thus, models of reading instruction are complex. Complicating
matters further is the fact that teachers hold their own models of
reading, which may or may not be congruent with those discussed
here. Although academically developed models influence college
preservice and in-service instruction, teachers' own models of
reading filter the information that they take from what they learn
from these perspectives. By carefully examining these variables,
this book makes a firm contribution toward disciplined inquiry into
what it means to teach reading.
Although it is usually assumed that only the federal government can
confer citizenship, localities often give residents who are
noncitizens at the federal level the benefits of local citizenship:
access to medical care, education, housing, security, labor and
consumer markets, and even voting rights. In this work, Kenneth A.
Stahl demonstrates that while the existence of these 'noncitizen
citizens' has helped to reconcile competing commitments within
liberal democracy to equality and community, the advance of
globalization and the rise of nationalist political leaders like
Donald Trump has caused local and federal citizenship to clash. For
nationalists, localities' flexible approach to citizenship is a
Trojan horse undermining state sovereignty from within, while
liberals see local citizenship as the antidote to a reactionary
ethnic nationalism. This book should be read by anyone who wants to
understand why citizenship has become one of the most important
issues in national politics today.
Although it is usually assumed that only the federal government can
confer citizenship, localities often give residents who are
noncitizens at the federal level the benefits of local citizenship:
access to medical care, education, housing, security, labor and
consumer markets, and even voting rights. In this work, Kenneth A.
Stahl demonstrates that while the existence of these 'noncitizen
citizens' has helped to reconcile competing commitments within
liberal democracy to equality and community, the advance of
globalization and the rise of nationalist political leaders like
Donald Trump has caused local and federal citizenship to clash. For
nationalists, localities' flexible approach to citizenship is a
Trojan horse undermining state sovereignty from within, while
liberals see local citizenship as the antidote to a reactionary
ethnic nationalism. This book should be read by anyone who wants to
understand why citizenship has become one of the most important
issues in national politics today.
Our ancestors saw the material world as alive, and they often
personified nature. Today we claim to be realists. But in reality
we are not paying attention to the symbols and myths hidden in
technology. Beneath much of our talk about computers and the
Internet, claims William A. Stahl, is an unacknowledged mysticism,
an implicit religion. By not acknowledging this mysticism, we have
become critically short of ethical and intellectual resources with
which to understand and confront changes brought on by
technology.
This is a reproduction of a book published before 1923. This book
may have occasional imperfections such as missing or blurred pages,
poor pictures, errant marks, etc. that were either part of the
original artifact, or were introduced by the scanning process. We
believe this work is culturally important, and despite the
imperfections, have elected to bring it back into print as part of
our continuing commitment to the preservation of printed works
worldwide. We appreciate your understanding of the imperfections in
the preservation process, and hope you enjoy this valuable book.
++++ The below data was compiled from various identification fields
in the bibliographic record of this title. This data is provided as
an additional tool in helping to ensure edition identification:
++++ Rudiments De La Langue Allemande: a L'usage Des Classes
elementaires A. Stahl Libr. francaise et anglaise de Truchy, 1836
Published in 2001: Abbreviations, nicknames, jargon, and other
short forms save time, space, and effort - provided they are
understood. Thousands of new and potentially confusing terms become
part of the international vocabulary each year, while our
communications are relayed to one another with increasing speed.
PDAs link to PCs. The Net has grown into data central, shopping
mall, and grocery store all rolled into one. E-mail is faster than
snail mail, cell phones are faster yet - and it is all done 24/7.
Longtime and widespread use of certain abbreviations, such as
R.S.V.P., has made them better understood standing alone than
spelled out. Certainly we are more comfortable saying DNA than
deoxyribonucleic acid - but how many people today really remember
what the initials stand for? The Abbreviations Dictionary, Tenth
Edition gives you this and other information from Airlines of the
World to the Zodiacal Signs.
Science and religion are often thought to be advancing
irreconcilable goals and thus to be mutually antagonistic. Yet in
the often acrimonious debates between the scientific and religious
communities, it is easy to lose sight of the fact that both science
and religion are systems of thought and knowledge that aim to
understand the world and our place in it.
Webs of Reality is a rare examination of the interrelationship
between religion and science from a social science perspective,
offering a broad view of the relationship, and posing practical
questions regarding technology and ethics. Emphasizing how science
and religion are practiced instead of highlighting the differences
between them, the authors look for the subtle connections, tacit
understandings, common history, symbols, and implicit myths that
tie them together. How can the practice of science be understood
from a religious point of view? What contributions can science make
to religious understanding of the world? What contributions can the
social sciences make to understanding both knowledge systems?
Looking at religion and science as fields of inquiry and habits of
mind, the authors discover not only similarities between them but
also a wide number of ways in which they complement each other.
|
|