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There has been much talk and effort focused on the educational
achievement gap between white versus black, Hispanic and American
Indian students. While there has been some movement the gap has not
appreciably narrowed, and it has narrowed the least for Native
American students. This volume addresses this disparity by melding
evidence-based instruction with culturally sensitive materials and
approaches, outlining how we as educators and scientists can pay
the educational debt we owe our children. In the tradition of the
Native American authors who also contribute to it, this volume will
be a series of "stories" that will reveal how the authors have
built upon research evidence and linked it with their knowledge of
history and culture to develop curricula, materials and methods for
instruction of not only Native American students, but of all
students. It provides a framework for educators to promote cultural
awareness and honor the cultures and traditions that too few people
know about. After each major section of the volume, the editors
will provide commentary that will give an overview of these
chapters and how they model approaches and activities that can be
applied to other minority populations, including Blacks, Hispanics,
and minority and indigenous groups in nations around the globe.
There has been much talk and effort focused on the educational
achievement gap between white versus black, Hispanic and American
Indian students. While there has been some movement the gap has not
appreciably narrowed, and it has narrowed the least for Native
American students. This volume addresses this disparity by melding
evidence-based instruction with culturally sensitive materials and
approaches, outlining how we as educators and scientists can pay
the educational debt we owe our children. In the tradition of the
Native American authors who also contribute to it, this volume will
be a series of "stories" that will reveal how the authors have
built upon research evidence and linked it with their knowledge of
history and culture to develop curricula, materials and methods for
instruction of not only Native American students, but of all
students. It provides a framework for educators to promote cultural
awareness and honor the cultures and traditions that too few people
know about. After each major section of the volume, the editors
will provide commentary that will give an overview of these
chapters and how they model approaches and activities that can be
applied to other minority populations, including Blacks, Hispanics,
and minority and indigenous groups in nations around the globe.
Translation of cognitive representations into written language is
one of the most important processes in writing. This volume
provides a long-awaited updated overview of the field. The
contributors discuss each of the commonly used research methods for
studying translation; theorize about the nature of the cognitive
and language representations and cognitive/linguistic
transformation mechanisms involved in translation during writing;
and make the case that translation is a higher-order executive
function that is fundamental to the writing process. The book also
reviews the application of research to practice -- that is, the
translation of the research findings in education and the
work-world for individuals who interact with others using written
language to communicate ideas. This volume provides a rich resource
for student, theorists, and empirical researchers in cognitive
psychology, linguistics, and education; and teachers and clinicians
who can use the research in their work.
Translation of cognitive representations into written language is
one of the most important processes in writing. This volume
provides a long-awaited updated overview of the field. The
contributors discuss each of the commonly used research methods for
studying translation; theorize about the nature of the cognitive
and language representations and cognitive/linguistic
transformation mechanisms involved in translation during writing;
and make the case that translation is a higher-order executive
function that is fundamental to the writing process. The book also
reviews the application of research to practice -- that is, the
translation of the research findings in education and the
work-world for individuals who interact with others using written
language to communicate ideas. This volume provides a rich resource
for student, theorists, and empirical researchers in cognitive
psychology, linguistics, and education; and teachers and clinicians
who can use the research in their work.
Writing is challenging for the majority of learners. For students
with language problems, difficulties with written expression are
considered one of the most common learning challenges. There is
much to learn about the ways in which oral language skills impact
on the acquisition of written language in children. Writing
Development in Children with Hearing Loss, Dyslexia, or Oral
Language Problems focuses on the nature of the writing problems
experienced by children with oral language problems. Three clinical
groups are considered: children with hearing loss, oral language
difficulties, and dyslexia. Each contribution comes from an expert
or team of experts in these three areas and in the field of
language and writing. The volume provides current understandings to
help guide and support practitioners and researchers alike. It
provides timely information across languages and countries,
enhancing our understanding of the links between oral language and
written language across languages.
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