Nelson Language Development Reading Program PDF Download
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Category : Language arts
Languages : en
Pages :
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Author:
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ISBN:
Category : Language arts
Languages : en
Pages :
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ISBN:
Category : Readers
Languages : en
Pages :
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Author: John McInnes
Publisher:
ISBN: 9780176310240
Category : Readers
Languages : en
Pages :
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Author: John McInnes
Publisher:
ISBN: 9780176006174
Category : English
Languages : en
Pages :
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Book Description
Author: Emily Hearn
Publisher:
ISBN: 9780176310332
Category : Readers
Languages : en
Pages : 96
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Book Description
Author: James P. Byrnes
Publisher: Guilford Press
ISBN: 1462506666
Category : Education
Languages : en
Pages : 630
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This book has been replaced by Language and Literacy Development, Second Edition, ISBN 978-1-4625-4004-4.
Author: John A. McInnes
Publisher:
ISBN: 9780176005467
Category : Readers
Languages : en
Pages :
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Author:
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ISBN: 9780176310288
Category : Readers
Languages : en
Pages :
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Book Description
Author: Oscar A. Barbarin
Publisher: Guilford Press
ISBN: 1606233718
Category : Education
Languages : en
Pages : 641
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Book Description
How and what should young children be taught? What emphasis should be given to emotional learning? How do we involve families? Addressing these and other critical questions, this authoritative volume brings together developmentalists and early educators to discuss what an integrated, developmentally appropriate curriculum might look like across the preschool and early elementary years. State-of-the-science work is presented on brain development and the emergence of cognitive, socioemotional, language, and literacy skills in 3- to 8-year-olds. Drawing on experience in real-world classrooms, contributors describe novel, practical approaches to promoting school readiness, tailoring instruction to children’s learning needs, and improving the teaching of language arts, math, and science.
Author: Emil Holmer
Publisher: Linköping University Electronic Press
ISBN: 9176857670
Category :
Languages : en
Pages : 117
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Book Description
Reading development is supported by strong language skills, not least in deaf and hard-of-hearing (DHH) children. The work in the present thesis investigates reading development in DHH children who use sign language, attend Regional Special Needs Schools (RSNS) in Sweden and are learning to read. The primary aim of the present work was to investigate whether the reading skills of these children can be improved via computerized sign language based literacy training. Another aim was to investigate concurrent and longitudinal associations between skills in reading, sign language, and cognition in this population. The results suggest that sign language based literacy training may support development of word reading. In addition, awareness and manipulation of the sub-lexical structure of sign language seem to assist word reading, and imitation of familiar signs (i.e., vocabulary) may be associated with developing reading comprehension. The associations revealed between sign language skills and reading development support the notion that sign language skills provide a foundation for emerging reading skills in DHH signing children. In addition, the results also suggest that working memory and Theory of Mind (ToM) are related to reading comprehension in this population. Furthermore, the results indicate that sign language experience enhances the establishment of representations of manual gestures, and that progression in ToM seems to be typical, although delayed, in RSNS pupils. Working memory has a central role in integrating environmental stimuli and language-mediated representations, and thereby provides a platform for cross-modal language processing and multimodal language development.
