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The central question in this volume is how to create a society of
"engaged readers" in today's world, where reading is increasingly
overruled by other media, such as television and personal
computers. Engaged readers, as the term is used in this book, means
readers who are socially interactive, strategic, and motivated.
This state-of-the-art review contains research on integrating
cognitive, social, and motivational aspects of reading and reading
instruction, the chapter authors argue that coming to grips with
the notion of engagement in literacy requires redefining literacy
itself to acknowledge the degree to which it is not only a
cognitive accomplishment, but a social activity and an affective
commitment as well. Promoting literacy acquisition thus requires
interventions that address attitudes and beliefs as much as those
that assure cognitive changes in learners.
Equally important, the authors posit that literacy engagement
involves the integration of cognitive strategies and motivational
goals during literate activities. This necessary link between
literacy and motivation is addressed from a variety of
perspectives.
Acknowledging the value of cross-national and cross-cultural
comparisons, the book features chapters on the promotion of
literacy in different regions around the world.
This volume presents current research findings on vital issues in
language development compiled by an international group of leading
researchers. The data are drawn from studies of the acquisition of
Swedish, Polish, Serbo-Croatian, Hungarian, Portuguese, Italian,
and English. Themes emphasized in all the chapters include the
importance of the social context of acquisition, the existence of
interconnections among various domains of language development, and
the impossibility of understanding acquisition using a simple
theory or a single methodological approach.
The central question in this volume is how to create a society of
"engaged readers" in today's world, where reading is increasingly
overruled by other media, such as television and personal
computers. Engaged readers, as the term is used in this book, means
readers who are socially interactive, strategic, and motivated.
This state-of-the-art review contains research on integrating
cognitive, social, and motivational aspects of reading and reading
instruction, the chapter authors argue that coming to grips with
the notion of engagement in literacy requires redefining literacy
itself to acknowledge the degree to which it is not only a
cognitive accomplishment, but a social activity and an affective
commitment as well. Promoting literacy acquisition thus requires
interventions that address attitudes and beliefs as much as those
that assure cognitive changes in learners.
Equally important, the authors posit that literacy engagement
involves the integration of cognitive strategies and motivational
goals during literate activities. This necessary link between
literacy and motivation is addressed from a variety of
perspectives.
Acknowledging the value of cross-national and cross-cultural
comparisons, the book features chapters on the promotion of
literacy in different regions around the world.
This volume provides a comprehensive and in-depth analysis of the
contribution of multiparty intergenerational talk in a variety of
cultures to the development of children's communicative capacities.
The book focuses on the complexity of the cultural and
interactional contexts in which pragmatic learning occurs and
re-examines certain assumptions implicit in research on language
socialization to date, such as primacy of dyadic interactions in
the early ages and the presupposition of a monolingual social
matrix.
One of the aims of the book is to demonstrate the degree of
cultural diversity in paths of pragmatic development. Individual
chapters present empirically grounded analyses of talk with
children of all ages, in different participation structures and in
a variety of cultures. In pursuing this theme the volume is meant
to further enrich cross-cultural perspectives on language
socialization by providing in each of its chapters an empirically
grounded analysis of the development of one specific dimension of
discursive skill.
The nine invited chapters comprise new empirical work on the
development of specific discourse dimensions. Authors have been
asked also to adopt a reflexive stand on their line of research and
to incorporate in the chapter a comprehensive and critical
perspective on former work on the discursive dimension
investigated. The discourse dimensions represented in the volume
include narratives, explanations, the language of control in
intergenerational and intragenerational talk, the language of humor
and affect, and bilingual conversations. The volume offers a rich
spectrum of cultural variety in pragmatic development, including
studies of American, Greek, Japanese, Mayan, Norwegian, and Swedish
children and families.
This volume provides a comprehensive and in-depth analysis of the
contribution of multiparty intergenerational talk in a variety of
cultures to the development of children's communicative capacities.
The book focuses on the complexity of the cultural and
interactional contexts in which pragmatic learning occurs and
re-examines certain assumptions implicit in research on language
socialization to date, such as primacy of dyadic interactions in
the early ages and the presupposition of a monolingual social
matrix.
One of the aims of the book is to demonstrate the degree of
cultural diversity in paths of pragmatic development. Individual
chapters present empirically grounded analyses of talk with
children of all ages, in different participation structures and in
a variety of cultures. In pursuing this theme the volume is meant
to further enrich cross-cultural perspectives on language
socialization by providing in each of its chapters an empirically
grounded analysis of the development of one specific dimension of
discursive skill.
The nine invited chapters comprise new empirical work on the
development of specific discourse dimensions. Authors have been
asked also to adopt a reflexive stand on their line of research and
to incorporate in the chapter a comprehensive and critical
perspective on former work on the discursive dimension
investigated. The discourse dimensions represented in the volume
include narratives, explanations, the language of control in
intergenerational and intragenerational talk, the language of humor
and affect, and bilingual conversations. The volume offers a rich
spectrum of cultural variety in pragmatic development, including
studies of American, Greek, Japanese, Mayan, Norwegian, and Swedish
children and families.
The Routledge International Handbook of Early Literacy Education
offers a pioneering overview of early literacy provision in
different parts of the world and brings together interdisciplinary
research evidence on effective literacy teaching to inform current
and future practice and policy of early literacy. From the problem
of identification of literacy difficulties in a particular learning
context to supporting the provision of early literacy through
digital media, the handbook deals with the major concerns and
newest areas of interest in literacy research. With an
international and future vision, it provides an accessible guide to
the main debates and future trends in the global field of early
literacy, and informs academics, policy-makers, practitioners,
educators and students about innovative early literacy research
methods and instruction. The three sections and 30 ground-breaking
chapters reflect a conceptual framework of questions asked by
scholars and educators interested in looking beyond traditional
definitions of literacy. Part I provides contemporary insights
collected by internationally renowned scholars on what literacy is,
and what it can offer to young children in the twenty-first
century. Part II is a collection of detailed portraits of 14
countries, regions or language communities, and focuses on early
literacy provision, practice and policy from across the world. Part
III outlines key interventions and research-endorsed practices
designed to support home-school connections and children's reading
and writing skills, as well as vocabulary, phonological awareness
and narrative abilities, with examples drawn from various home,
school and community environments. All chapters promote discussion,
critical analysis and questions for reflection and are written in
jargon-free language in an easy-to use themed format. This handbook
is an indispensable reference guide for practising teachers and
student teachers, especially those undertaking postgraduate
qualifications, as well as early literacy researchers,
policy-makers and school-based literacy leaders.
Rising enrollments of students for whom English is not a first
language mean that every teacher - whether teaching kindergarten or
high school algebra - is a language teacher. This book explains
what teachers need to know about language in order to be more
effective in the classroom, and it shows how teacher education
might help them gain that knowledge. It focuses especially on
features of academic English and gives examples of the many aspects
of teaching and learning to which language is key. This second
edition reflects the now greatly expanded knowledge base about
academic language and classroom discourse, and highlights the
pivotal role that language plays in learning and schooling. The
volume will be of interest to teachers, teacher educators,
professional development specialists, administrators, and all those
interested in helping to ensure student success in the classroom
and beyond.
The Most Reasonable Answer is an innovative and comprehensive guide
to using inquiry dialogue-a type of text-based classroom discussion
featuring big, contested questions that has been shown to improve
higher-order thinking and augment literacy. Based on years of
research and work in nearly fifty classrooms, the book supports
teachers in facilitating this type of classroom talk in
upper-elementary grades, when children are developmentally ready to
practice making rigorous, reasoned arguments based on evidence-a
critical life skill. Reznitskaya and Wilkinson introduce a robust
Argumentation Rating Tool, a rubric highlighting eleven strategies
and corresponding talk moves that can be used by teachers and
students to improve the quality of their arguments by clarifying
meaning, considering alternative perspectives, and connecting
ideas. The authors also include annotated transcripts that
illustrate how teachers can effectively facilitate whole-group and
small-group discussions using fiction, nonfiction, and multimodal
texts. Packed with a rich array of field-tested resources, The Most
Reasonable Answer is an essential resource for educators looking
for new ways to teach critical thinking skills and engage students
in high-quality discourse.
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Preventing Reading Difficulties in Young Children (Hardcover, New)
National Research Council, Division of Behavioral and Social Sciences and Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on the Prevention of Reading Difficulties in Young Children; Edited by Peg Griffin, …
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R2,191
Discovery Miles 21 910
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Ships in 12 - 17 working days
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While most children learn to read fairly well, there remain many
young Americans whose futures are imperiled because they do not
read well enough to meet the demands of our competitive,
technology-driven society. This book explores the problem within
the context of social, historical, cultural, and biological
factors. Recommendations address the identification of groups of
children at risk, effective instruction for the preschool and early
grades, effective approaches to dialects and bilingualism, the
importance of these findings for the professional development of
teachers, and gaps that remain in our understanding of how children
learn to read. Implications for parents, teachers, schools,
communities, the media, and government at all levels are discussed.
The book examines the epidemiology of reading problems and
introduces the concepts used by experts in the field. In a clear
and readable narrative, word identification, comprehension, and
other processes in normal reading development are discussed.
Against the background of normal progress, Preventing Reading
Difficulties in Young Children examines factors that put children
at risk of poor reading. It explores in detail how literacy can be
fostered from birth through kindergarten and the primary grades,
including evaluation of philosophies, systems, and materials
commonly used to teach reading. Table of Contents Front Matter
Executive Summary Part I: Introduction to Reading 1. Introduction
2. The Process of Learning to Read Part II: Who Are We Talking
About? 3. Who Has Reading Difficulties? 4. Predictors of Success
and Failure in Reading Part III: Prevention and Intervention 5.
Preventing Reading Difficulties Before Kindergarten 6.
Instructional Strategies for Kindergarten and the Primary Grades 7.
Organizational Strategies for Kindergarten and the Primary Grades
8. Helping Children with Reading Difficulties in Grades 1 to 3 Part
IV: Knowledge into Action 9. The Agents of Change 10.
Recommendations for Practice and Research References Biographical
Sketches Index
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Science Literacy - Concepts, Contexts, and Consequences (Paperback)
National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Science Education, Committee on Science Literacy and Public Perception of Science; Edited by Kenne A. Dibner, …
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R1,189
Discovery Miles 11 890
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Ships in 12 - 17 working days
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Science is a way of knowing about the world. At once a process, a
product, and an institution, science enables people to both engage
in the construction of new knowledge as well as use information to
achieve desired ends. Access to science?whether using knowledge or
creating it?necessitates some level of familiarity with the
enterprise and practice of science: we refer to this as science
literacy. Science literacy is desirable not only for individuals,
but also for the health and well- being of communities and society.
More than just basic knowledge of science facts, contemporary
definitions of science literacy have expanded to include
understandings of scientific processes and practices, familiarity
with how science and scientists work, a capacity to weigh and
evaluate the products of science, and an ability to engage in civic
decisions about the value of science. Although science literacy has
traditionally been seen as the responsibility of individuals,
individuals are nested within communities that are nested within
societies?and, as a result, individual science literacy is limited
or enhanced by the circumstances of that nesting. Science Literacy
studies the role of science literacy in public support of science.
This report synthesizes the available research literature on
science literacy, makes recommendations on the need to improve the
understanding of science and scientific research in the United
States, and considers the relationship between scientific literacy
and support for and use of science and research. Table of Contents
Front Matter Summary 1 Introduction 2 Science Literacy and Health
Literacy: Rationales, Definitions, and Measurement 3 Science
Literacy in Society and the World 4 Science Literacy for
Communities 5 Science Literacy for Individuals 6 Research Agenda
References Appendix A: Key Definitions and Statements about
Literacy, Numeracy, Science Literacy, Health Literacy, and Health
Numeracy Appendix B: Biographical Sketches of Committee Members and
Staff
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Early Childhood Assessment - Why, What, and How (Paperback)
National Research Council, Division of Behavioral and Social Sciences and Education, Board on Testing and Assessment, Board on Children, Youth, and Families, Committee on Developmental Outcomes and Assessments for Young Children; Edited by …
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R1,823
Discovery Miles 18 230
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Ships in 12 - 17 working days
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The assessment of young children's development and learning has
recently taken on new importance. Private and government
organizations are developing programs to enhance the school
readiness of all young children, especially children from
economically disadvantaged homes and communities and children with
special needs. Well-planned and effective assessment can inform
teaching and program improvement, and contribute to better outcomes
for children. This book affirms that assessments can make crucial
contributions to the improvement of children's well-being, but only
if they are well designed, implemented effectively, developed in
the context of systematic planning, and are interpreted and used
appropriately. Otherwise, assessment of children and programs can
have negative consequences for both. The value of assessments
therefore requires fundamental attention to their purpose and the
design of the larger systems in which they are used. Early
Childhood Assessment addresses these issues by identifying the
important outcomes for children from birth to age 5 and the quality
and purposes of different techniques and instruments for
developmental assessments. Table of Contents Front Matter Summary
Part I: Early Childhood Assessment 1 Introduction 2 Purposeful
Assessment 3 Perspectives on Early Childhood Learning Standards and
Assessment Part II: Child-Level Outcomes and Measures 4 Screening
Young Children 5 Assessing Learning and Development 6 Measuring
Quality in Early Childhood Environments Part III: How to Assess 7
Judging the Quality and Utility of Assessments 8 Assessing All
Children 9 Implementation of Early Childhood Assessments Part IV:
Assessing Systematically 10 Thinking Systematically 11 Guidance on
Outcomes and Assessments References Appendix A: Glossary of Terms
Related to Early Childhood Assessment Appendix B: Information on
Stakeholder Forum Appendix C: Development of State Standards for
Early Childhood Education Appendix D: Sources of Detailed
Information on Test and Assessment Instruments Appendix E:
Biographical Sketches of Committee Members and Staff Index
Building on Michael Graves's bestseller, The Vocabulary Book, this
new resource offers a comprehensive plan for vocabulary instruction
that K-12 teachers can use with English language learners. It is
broad enough to include instruction for students who are just
beginning to build their English vocabularies, as well as for
students whose English vocabularies are approaching those of native
speakers. The authors describe a four-pronged program that follows
these key components: providing rich and varied language
experiences; teaching individual words; teaching word learning
strategies; and fostering word consciousness. This user-friendly
book integrates up-to-date research on best practices into each
chapter and includes vignettes, classroom activities, sample
lessons, a list of children's literature, and more.
This volume summarizes a range of scientific perspectives on the
important goal of achieving high educational standards for all
students. Based on a conference held at the request of the U.S.
Department of Education, it addresses three questions: What
progress has been made in advancing the education of minority and
disadvantaged students since the historic Brown v. Board of
Education decision nearly 50 years ago? What does research say
about the reasons of successes and failures? What are some of the
strategies and practices that hold the promise of producing
continued improvements? The volume draws on the conclusions of a
number of important recent NRC reports, including How People Learn,
Preventing Reading Difficulties in Young Children, Eager to Learn,
and From Neurons to Neighborhoods, among others. It includes an
overview of the conference presentations and discussions, the
perspectives of the two co-moderators, and a set of background
papers on more detailed issues. Table of Contents Front Matter Part
I: Conference Summary: 1 Introduction 2 Education and the Changing
Nation 3 How People Learn 4 Social Dimensions of Learning 5 Policy
and the Education of Minority and Disadvantaged Students 6 Linking
Research and Practice References Part II: Perspectives of the
Co-Moderators: Overview Education Reform in Context: Research,
Politics, and Civil Rights Part III: Conference Papers: Trends in
the Educational Achievement of Minority Students Since Brown v.
Board of Education Why Racial Integration and Other Policies Since
Brown v. Board of Education Have Only Partially Succeeded at
Narrowing the Achievement Gap Education, Adequacy, Democracy, and
the Courts Appendix A: Conference and Workshop Agendas Appendix B:
Biographical Sketches of Conference Presenters
Rising enrollments of students for whom English is not a first
language mean that every teacher - whether teaching kindergarten or
high school algebra - is a language teacher. This book explains
what teachers need to know about language in order to be more
effective in the classroom, and it shows how teacher education
might help them gain that knowledge. It focuses especially on
features of academic English and gives examples of the many aspects
of teaching and learning to which language is key. This second
edition reflects the now greatly expanded knowledge base about
academic language and classroom discourse, and highlights the
pivotal role that language plays in learning and schooling. The
volume will be of interest to teachers, teacher educators,
professional development specialists, administrators, and all those
interested in helping to ensure student success in the classroom
and beyond.
|
Early Childhood Assessment - Why, What, and How? (Hardcover)
National Research Council, Division of Behavioral and Social Sciences and Education, Board on Testing and Assessment, Board on Children, Youth, and Families, Committee on Developmental Outcomes and Assessments for Young Children; Edited by …
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R3,034
Discovery Miles 30 340
|
Ships in 12 - 17 working days
|
The assessment of young children's development and learning has
recently taken on new importance. Private and government
organizations are developing programs to enhance the school
readiness of all young children, especially children from
economically disadvantaged homes and communities and children with
special needs. Well-planned and effective assessment can inform
teaching and program improvement, and contribute to better outcomes
for children. This book affirms that assessments can make crucial
contributions to the improvement of children's well-being, but only
if they are well designed, implemented effectively, developed in
the context of systematic planning, and are interpreted and used
appropriately. Otherwise, assessment of children and programs can
have negative consequences for both. The value of assessments
therefore requires fundamental attention to their purpose and the
design of the larger systems in which they are used. Early
Childhood Assessment addresses these issues by identifying the
important outcomes for children from birth to age 5 and the quality
and purposes of different techniques and instruments for
developmental assessments.
First published in 1977, this book draws together various
contributions on the area of speech used by parents with their
children. Numerous perspectives on the topic include the comparison
of baby talk with other simplified registers by linguists, the
analysis of cross-cultural differences in mother and child
interaction by anthropologists, and the relation of language
development to differences in styles of childcare and the child's
social environment in general by psychologists. The text had its
origins in a conference sponsored by the Sociolinguistics Committee
of the Social Science Research Council. It will be of value to
anyone with an interest in language acquisition and development.
Featuring today's most respected leaders in the field of reading
interventions, this book examines what we have learned from the
research to help struggling readers in grades K - 6. Focusing on
strategies that have been proven effective, the authors will help
educators meet the demands placed on them to ensure that all
students are making good progress toward becoming competent
readers. Each chapter begins with a set of framing questions and
ends with suggestions for action to foster discussion and help
teachers translate research-based ideas into practice - perfect for
teacher education courses and professional development
workshops.This timely volume includes: an analysis of what is
needed to help all students succeed in reading, especially
struggling readers, students with special needs, and ELL students;
practices to foster young students' success in learning to decode;
instructional strategies to improve students' vocabulary and
comprehension; and, school-wide practices to improve all students'
reading in high-poverty, diverse schools.
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