A Comparison of Two Cognitive Reading Strategies on the Comprehension of Functional Expository Text by High School Students with Mild Intellectual Disabilities PDF Download
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Author: Susan L. Feeney
Publisher:
ISBN:
Category : Cognitive learning theory
Languages : en
Pages : 612
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Book Description
These findings are consistent with existing literature on individuals with mild intellectual disabilities which suggest this population can improve reading comprehension skills. These findings contribute to the dearth of literature that actually focuses on reading comprehension skills specific to high school-aged individuals with mild intellectual disabilities. Limitations of the study were reviewed and recommendations for further research were discussed.
Author: Susan L. Feeney
Publisher:
ISBN:
Category : Cognitive learning theory
Languages : en
Pages : 612
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Book Description
These findings are consistent with existing literature on individuals with mild intellectual disabilities which suggest this population can improve reading comprehension skills. These findings contribute to the dearth of literature that actually focuses on reading comprehension skills specific to high school-aged individuals with mild intellectual disabilities. Limitations of the study were reviewed and recommendations for further research were discussed.
Author: Kenya A. Smith
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 128
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 816
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Book Description
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:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 564
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Book Description
Author: Janette K. Klingner
Publisher:
ISBN: 9781570354526
Category : Group work in education
Languages : en
Pages : 0
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 550
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Book Description
Author:
Publisher:
ISBN:
Category : Reading (Primary)
Languages : en
Pages : 56
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Book Description
Author: Morton Ann Gernsbacher
Publisher: Psychology Press
ISBN: 9780805806762
Category : Language Arts & Disciplines
Languages : en
Pages : 308
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Book Description
First Published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Philip B. Gough
Publisher: Routledge
ISBN: 1351236881
Category : Education
Languages : en
Pages : 385
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Book Description
Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.
