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First published in 2001. Routledge is an imprint of Taylor &
Francis, an informa company.
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.
The contributors to this volume represent the most prominent
researchers and thinkers on issues in educating students with and
without disabilities. The book captures the most current thinking,
research, and analysis on the full range of issues in educating
students with learning disabilities, from its definition to the
most recent case law and interpretations of federal law on
educating these students in the general education classroom. The
contributors' words speak sufficiently, mellifluously, and
exactingly about their contributions to the education of all
students, in particular those with disabilities. This book of
essays was written to pay tribute to Barbara D. Bateman, who --
along with Sam Kirk -- coined the term "learning disabilities." Its
content reflects the significance of her contributions to the field
of special education.
The contributors to this volume represent the most prominent
researchers and thinkers on issues in educating students with and
without disabilities. The book captures the most current thinking,
research, and analysis on the full range of issues in educating
students with learning disabilities, from its definition to the
most recent case law and interpretations of federal law on
educating these students in the general education classroom. The
contributors' words speak sufficiently, mellifluously, and
exactingly about their contributions to the education of all
students, in particular those with disabilities. This book of
essays was written to pay tribute to Barbara D. Bateman, who --
along with Sam Kirk -- coined the term "learning disabilities." Its
content reflects the significance of her contributions to the field
of special education.
First published in 2001. Routledge is an imprint of Taylor and
Francis, an informa company.
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.
This highly regarded work brings together prominent authorities on
vocabulary teaching and learning to provide a comprehensive yet
concise guide to effective instruction. The book showcases
practical ways to teach specific vocabulary words and word-learning
strategies and create engaging, word-rich classrooms. Instructional
activities and games for diverse learners are brought to life with
detailed examples. Drawing on the most rigorous research available,
the editors and contributors distill what PreK-8 teachers need to
know and do to support all students' ongoing vocabulary growth and
enjoyment of reading. New to This Edition *Reflects the latest
research and instructional practices. *New section (five chapters)
on pressing current issues in the field: assessment, authentic
reading experiences, English language learners, uses of multimedia
tools, and the vocabularies of narrative and informational texts.
*Contributor panel expanded with additional leading researchers.
This highly regarded work brings together prominent authorities on
vocabulary teaching and learning to provide a comprehensive yet
concise guide to effective instruction. The book showcases
practical ways to teach specific vocabulary words and word-learning
strategies and create engaging, word-rich classrooms. Instructional
activities and games for diverse learners are brought to life with
detailed examples. Drawing on the most rigorous research available,
the editors and contributors distill what PreK-8 teachers need to
know and do to support all students' ongoing vocabulary growth and
enjoyment of reading. New to This Edition *Reflects the latest
research and instructional practices. *New section (five chapters)
on pressing current issues in the field: assessment, authentic
reading experiences, English language learners, uses of multimedia
tools, and the vocabularies of narrative and informational texts.
*Contributor panel expanded with additional leading researchers.
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