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Author: Amy G. Dell
Publisher: Pearson
ISBN: 0134170482
Category : Education
Languages : en
Pages : 331
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Book Description
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. This up-to-date book shows how assistive technology can be used in all kinds of classrooms, at all grade levels, to enhance the teaching and learning of students with a wide range of disabilities. The emphasis is on the integration of assistive technology into the curriculum. It addresses the challenges teachers face when using assistive technology to teach new skills to students with disabilities, to increase their independence and productivity, and to provide them with access to the general education curriculum. The text discusses disability categories within the context of school-related tasks and technology-based solutions to avoid misleading readers into simply pairing a certain diagnosis with a certain tech tool. The new edition of Assistive Technology in the Classroom keeps readers abreast of relevant new developments in mobile devices and assistive technology through a new chapter on how to use assistive technology to create visual supports and promote positive behavior, chapter updates on available mobile devices, expanded information on Universal Design for Learning, and additional ideas and discussion on how to match technology tools to a student’s specific needs and strengths.
Author: Amy G. Dell
Publisher: Pearson
ISBN: 0134170482
Category : Education
Languages : en
Pages : 331
Get Book Here
Book Description
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. This up-to-date book shows how assistive technology can be used in all kinds of classrooms, at all grade levels, to enhance the teaching and learning of students with a wide range of disabilities. The emphasis is on the integration of assistive technology into the curriculum. It addresses the challenges teachers face when using assistive technology to teach new skills to students with disabilities, to increase their independence and productivity, and to provide them with access to the general education curriculum. The text discusses disability categories within the context of school-related tasks and technology-based solutions to avoid misleading readers into simply pairing a certain diagnosis with a certain tech tool. The new edition of Assistive Technology in the Classroom keeps readers abreast of relevant new developments in mobile devices and assistive technology through a new chapter on how to use assistive technology to create visual supports and promote positive behavior, chapter updates on available mobile devices, expanded information on Universal Design for Learning, and additional ideas and discussion on how to match technology tools to a student’s specific needs and strengths.
Author: Deborah C. Simmons
Publisher: Routledge
ISBN: 1135686513
Category : Education
Languages : en
Pages : 407
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Book Description
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.
Author: David Reinking
Publisher: Routledge
ISBN: 1135684626
Category : Education
Languages : en
Pages : 465
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Book Description
The major shift going on today in the technologies of reading and writing raises important questions about conventional conceptions of literacy and its role in education, society, and culture. What are the important characteristics of electronic forms of reading and writing distinguishing them from printed forms? To what extent and in what ways is literacy being transformed by new technologies? This central question is addressed in this volume from diverse, multidisciplinary perspectives. The contributing authors focus on a guiding question in one of the following areas, which correspond to the major sections of the book: *Transforming Texts. What are the new differences between printed and electronic texts, and what are the implications of new textual forms for defining literacy, especially in regard to teaching and learning in schools? *Transforming Readers and Writers. How do electronic reading and writing change conceptualizations of literacy development from childhood through adulthood? *Transforming Classrooms and Schools. What are the effects of introducing new reading and writing technologies into schools and classrooms? *Transforming Instruction. How can instruction be adapted in response to the changing literacy landscape, and how can teachers and students exploit forms of reading and writing to enhance teaching and learning? *Transforming Society. What are the broad societal implications of the increasing prevalence of electronic forms of reading and writing? *Transforming Literacy Research. What are the questions that must be addressed as digital reading and writing become more common, and what approaches to research will be most useful in addressing those questions? This volume is the result of an interactive process. The contributors met as a group to discuss drafts of their chapters at a one-day meeting convened and sponsored by the National Reading Research Center, and had read each others' chapters prior to this gathering. That meeting was followed by a two-day conference attended by approximately 180 researchers, educators, and policymakers who responded to an open invitation to present papers and to attend sessions focusing on the six major themes of the book. Contributors then revised their chapters based on interactions with fellow contributors, conference participants, and volume editors. Thus, this work is more than just a compilation of the individual authors' views. Rather, it represents a synthesis of a broad range of current thinking about how literacy is being and may be transformed by technology.
Author: Janette K. Klingner
Publisher: Guilford Publications
ISBN: 1462517374
Category : Language Arts & Disciplines
Languages : en
Pages : 241
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Book Description
This practitioner resource and course text has given thousands of K-12 teachers evidence-based tools for helping students--particularly those at risk for reading difficulties--understand and acquire new knowledge from text. The authors present a range of scientifically validated instructional techniques and activities, complete with helpful classroom examples and sample lessons. The book describes ways to assess comprehension, build the skills that good readers rely on, and teach students to use multiple comprehension strategies flexibly and effectively. Each chapter features thought-provoking discussion questions. Reproducible lesson plans and graphic organizers can be downloaded and printed in a convenient 8 1/2" x 11" size. New to This Edition *Chapters on content-area literacy, English language learners, and intensive interventions. *Incorporates current research on each component of reading comprehension. *Discusses ways to align instruction with the Common Core State Standards. *Additional instructional activities throughout.
Author: Nabeel Alsalam
Publisher: Government Printing Office
ISBN:
Category : Education
Languages : en
Pages : 412
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Book Description
Author: Anne Kleiner
Publisher:
ISBN:
Category : Educational surveys
Languages : en
Pages : 84
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Book Description
Author: Paula J. Clarke
Publisher: John Wiley & Sons
ISBN: 1118606744
Category : Education
Languages : en
Pages : 226
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Book Description
Developing Reading Comprehension “In recent years the debate about teaching young children to read has tended to focus upon equipping them with the crucially important knowledge and skills they need to read words accurately in and out of context, that is to say, teaching them how the alphabet works for reading and spelling. While such knowledge and skills are essential, more is required for children to become literate, fluent readers who understand what they read. In short, the goal of reading is comprehension. This book scrupulously examines the obstacles to reading comprehension and exemplifies what can be done to help children overcome them. It is an important and timely contribution to securing high-quality teaching of the range of attributes children need to become fully-fledged readers.” Sir Jim Rose, CBE “The studies by Professors Charles Hulme and Maggie Snowling and their team over two decades based around the Reading Intervention Programme are the most sustained, comprehensive and rigorous research series on reading yet conducted in the UK. Their increasing focus on children who experience the most difficulty in reading is exactly where attention should be directed. This volume summarises the team’s achievements to date, and is most eagerly awaited.” Greg Brooks, Emeritus Professor of Education, University of Sheffield, Member of European High Level Group of Experts on Literacy “Developing Reading Comprehension presents a landmark study from the top research team in the UK on how to improve reading comprehension. It’s an exemplary masters-level textbook written with undergraduate-level lucidity and approachability.” Colin Harrison, Emeritus Professor of Literacy Studies in Education, University of Nottingham A significant minority of children aged 7–11, despite being able to read fluently and accurately, have difficulty extracting meaning from text. This detailed guide offers three evidence-based intervention programmes, drawn from the cutting edge of educational psychology, for improving the reading skills of children in this group. It includes a definitive introduction to the characteristics of the ‘poor comprehender profile’, and explains how to monitor and assess students’ experiences and learning outcomes. With invaluable strategies for teachers, psychologists and special educational needs coordinators, the book will help professionals to support learners in their efforts to explore the full richness of language and to read with real understanding.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309219590
Category : Education
Languages : en
Pages : 504
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Book Description
A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
Author: Natalie Wexler
Publisher: Penguin
ISBN: 0735213569
Category : Education
Languages : en
Pages : 354
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Book Description
The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.
Author: Susan E. Israel
Publisher: Routledge
ISBN: 1317639677
Category : Education
Languages : en
Pages : 709
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Book Description
Researchers of reading comprehension, literacy, educational psychology, psychology, and neuroscience are brought together for this handbook, to document and summarize the current body of research on theory, methods, instruction and assessment in reading comprehension.
