A Study of the Comparison of Two Reading Programs (Ginn 360 and Distar) Upon Primary Urban Black Inner City Students PDF Download
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Author: Ernest Melvin Grant
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 176
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Book Description
Author: Ernest Melvin Grant
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 176
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 810
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1042
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Book Description
Author: Sandra Trotman Jones
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 396
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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 624
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Author:
Publisher: Paul Chapman Publishing
ISBN:
Category : Education
Languages : en
Pages : 480
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Book Description
"Covers work in the field of language and reading for children up to the age of seven, published during a period of approximately fifty years (from the 1920s until 1976)"--P. xiii.
Author:
Publisher:
ISBN:
Category : African Americans
Languages : en
Pages : 80
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Book Description
Author: Frank Smith
Publisher: Routledge
ISBN: 1135619727
Category : Education
Languages : en
Pages : 569
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Book Description
Understanding Reading revolutionized reading research and theory when the first edition appeared in 1971 and continues to be a leader in the field. In the sixth edition of this classic text, Smith's purpose remains the same: to shed light on fundamental aspects of the complex human act of reading--linguistic, physiological, psychological, and social--and on what is involved in learning to read. The text critically examines current theories, instructional practices, and controversies, covering a wide range of disciplines but always remaining accessible to students and classroom teachers. Careful attention is given to the ideological clash that continues between whole language and direct instruction and currently permeates every aspect of theory and research into reading and reading instruction. To aid readers in making up their own minds, each chapter concludes with a brief statement of "Issues." Understanding Reading: A Psycholinguistic Analysis of Reading and Learning to Read, Sixth Edition is designed to serve as a handbook for language arts teachers, a college text for basic courses on the psychology of reading, a guide to relevant research on reading, and an introduction to reading as an aspect of thinking and learning. It is matchless in integrating a wide range of topics relative to reading while, at the same time, being highly readable and user-friendly for instructors, students, and practitioners.
Author: Siegfried Engelmann
Publisher: Educational Technology
ISBN: 9780877781424
Category : Education
Languages : en
Pages : 136
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Author: Jean Stockard
Publisher: Rowman & Littlefield
ISBN: 1498588476
Category : Education
Languages : en
Pages : 311
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Book Description
Based on more than ten years of research, All Students Can Succeed presents a comprehensive review of research related to Direct Instruction (DI), a highly structured method of teaching based on the assumption that all students can learn if given appropriate instruction. The authors identify over 500 research reports published over the last 50 years and encompassing almost 4,000 effect sizes, no doubt the largest meta-analysis of any single method of instruction ever published. Extensive statistical analyses show that estimates of DI’s effectiveness are consistent over time, with different research approaches, across different school environments, students from all types of backgrounds, different comparative programs, and both academic achievement and non-academic outcomes including student self-confidence. Effects are substantially stronger than those reported for other curricula. When students have DI for more time and when teachers implement the programs as designed, the effects are even stronger. Results indicate that DI has the potential to dramatically change patterns of student achievement in the United States. In an even-handed style accessible to policy makers, educators, and parents, the authors describe the theory underlying DI, its development, use, and history; systematically examine criticisms; and discuss policy implications. Extensive appendices provide detailed information for researchers.
