A Comparative Study of Whole Language and Basal Reader Approaches on Student Achievement and Attitudes PDF Download
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Author: Janet Lorriane Tennikait
Publisher:
ISBN:
Category : Basal reading instruction
Languages : en
Pages : 152
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Book Description
Author: Janet Lorriane Tennikait
Publisher:
ISBN:
Category : Basal reading instruction
Languages : en
Pages : 152
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Book Description
Author: Linda J. Moore
Publisher:
ISBN:
Category : Basal reading instruction
Languages : en
Pages : 364
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Book Description
Author: Barbara Glenn
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 146
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 340
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Book Description
Author: Terezinha Nunes
Publisher: Springer Science & Business Media
ISBN: 9401717311
Category : Language Arts & Disciplines
Languages : en
Pages : 808
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Book Description
PETER BRYANT & TEREZINHA NUNES The time that it takes children to learn to read varies greatly between different orthographies, as the chapter by Sprenger-Charolles clearly shows, and so do the difficulties that they encounter in learning about their own orthography. Nevertheless most people, who have the chance to learn to read, do in the end read well enough, even though a large number experience some significant difficulties on the way. Most of them eventually become reasonably efficient spellers too, even though they go on make spelling mistakes (at any rate if they are English speakers) for the rest of their lives. So, the majority of humans plainly does have intellectual resources that are needed for reading and writing, but it does not always find these resources easy to marshal. What are these resources? Do any of them have to be acquired? Do different orthographies make quite different demands on the intellect? Do people differ significantly from each other in the strength and accessibility of these resources? If they do, are these differences an important factor in determining children's success in learning to read and write? These are the main questions that the different chapters in this section on Basic Processes set out to answer.
Author: Louisa Cook Moats
Publisher: DIANE Publishing
ISBN: 1437902367
Category :
Languages : en
Pages : 32
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Book Description
This position paper contends that the whole language approach to reading instruction has been disproved by research and evaluation but still pervades textbooks for teachers, instructional materials for classroom use, some states' language-arts standards and other policy documents, teacher licensing requirements and preparation programs, and the professional context in which teachers work. The paper finds that many who pledge allegiance to "balanced reading" continue to misunderstand reading development and to deliver "poorly conceived, ineffective reading instruction." It argues that "rooting out whole language" from reading classrooms calls for effort on eight separate fronts. The paper describes what whole language is, why it is contradicted by scientific studies, how it continues in education, and what should be done to correct the situation. (Contains a glossary and 57 notes.) (NKA)
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 792
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Book Description
Author: Marcella Kaye Johnson Ryan
Publisher:
ISBN:
Category : Basal reading instruction
Languages : en
Pages : 102
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 656
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Book Description
Author: John Wills Lloyd
Publisher: Routledge
ISBN: 1317954386
Category : Education
Languages : en
Pages : 456
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Book Description
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.
