An Analysis of the Influence of English Students' Proficiency on the Use of Oral Reading Mode Vs Silent Reading Mode PDF Download
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Author: Gitasri Mazumdar
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 286
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Book Description
Author: Gitasri Mazumdar
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 286
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Book Description
Author: Simone A. Capellini
Publisher: Frontiers Media SA
ISBN: 2889454150
Category :
Languages : en
Pages : 175
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Book Description
Reading involves decoding and comprehension components and, to become efficient, it requires a large number of cognitive and linguistic processes. Among those, the phonological awareness, the alphabetic principle, the decoding, the fluency, the lexical development and the text comprehension development. The reading comprehension is strongly related with the development of vocabulary, oral language, linguistic skills, memory skills and ability to make inferences, and the world experiences of each individual. These processes become important only when the professional needs to deal with students presenting difficulties in learning how to read. The difficulty using the knowledge of conversion rules between grapheme and phoneme to the word reading construction characterizes the dyslexia, which is a specific learning disorder with a neurological source. These difficulties presented by students with dyslexia interfere in their learning process impairing the learning development. Knowing and following the reading development and its processes, as well as obtaining the punctuation of fluency abilities and students comprehension allow us to understand what happens when the student presents difficulties to read. This could help in the identification of learning disabilities and in the development of intervention programs.
Author: Sally Godenrath Kirkham
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 302
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 296
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Book Description
Author: Donna E. Alvermann
Publisher: Routledge
ISBN: 1351616528
Category : Education
Languages : en
Pages : 893
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Book Description
The Seventh Edition of this foundational text represents the most comprehensive source available for connecting multiple and diverse theories to literacy research, broadly defined, and features both cutting-edge and classic contributions from top scholars. Two decades into the 21st century, the Seventh Edition finds itself at a crossroads and differs from its predecessors in three major ways: the more encompassing term literacy replaces reading in the title to reflect sweeping changes in how readers and writers communicate in a digital era; the focus is on conceptual essays rather than a mix of essays and research reports in earlier volumes; and most notably, contemporary literacy models and processes enhance and extend earlier theories of reading and writing. Providing a tapestry of models and theories that have informed literacy research and instruction over the years, this volume’s strong historical grounding serves as a springboard from which new perspectives are presented. The chapters in this volume have been selected to inspire the interrogation of literacy theory and to foster its further evolution. This edition is a landmark volume in which dynamic, dialogic, and generative relations of power speak directly to the present generation of literacy theorists and researchers without losing the historical contexts that preceded them. Some additional archival essays from previous editions are available on the book’s eResource. New to the Seventh Edition: Features chapters on emerging and contemporary theories that connect directly to issues of power and contrasts new models against more established counterparts. New chapters reflect sweeping changes in how readers and writers communicate in a digital era. Slimmer volume is complemented by some chapters from previous editions available online.
Author: Jeffrey Michael Feldman
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 190
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Book Description
Author:
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 1080
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Book Description
Author: Kenneth S. Goodman
Publisher: Routledge
ISBN: 1134062583
Category : Language Arts & Disciplines
Languages : en
Pages : 303
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Book Description
Ken and Yetta Goodman’s professional work has been a lifelong collaboration, informed by shared philosophical strands. An overarching goal has been to provide access for all children to literacy and learning and to inform and improve teaching and learning. Each also is recognized for specific areas of focus and is known for particular concepts. This volume brings together a thoughtfully crafted selection of their key writings, organized around five central themes: research and theory on the reading process and written language development; teaching; curriculum and evaluation; the role of language; advocacy and the political nature of schooling. In the World Library of Educationalists, international scholars themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and/practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself.
Author: Diane Lapp
Publisher: Routledge
ISBN: 1136886567
Category : Education
Languages : en
Pages : 449
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Book Description
Now in its third edition, the Handbook of Research on Teaching the English Language Arts—sponsored by the International Reading Association and the National Council of Teachers of English—offers an integrated perspective on the teaching of the English language arts and a comprehensive overview of research in the field. Prominent scholars, researchers, and professional leaders provide historical and theoretical perspectives about teaching the language arts focus on bodies of research that influence decision making within the teaching of the language arts explore the environments for language arts teaching reflect on methods and materials for instruction Reflecting important recent developments in the field, the Third Edition is restructured, updated, and includes many new contributors. More emphasis is given in this edition to the learner, multiple texts, learning, and sharing one’s knowledge. A Companion Website, new for this edition, provides PowerPoint® slides highlighting the main points of each chapter.
Author: Stanford Earl Taylor
Publisher: Charles C. Thomas Publisher
ISBN: 9780398086763
Category : Silent reading
Languages : en
Pages : 0
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Book Description
It is the goal of this book to provide unique and helpful information to reading and curriculum specialists who are looking for ways to improve the silent reading proficiency of their students. While the background information is, at times, technical, the recommendations as to the skill areas that require improvement as well as the computer techniques that can produce this improvement will prove extremely helpful in planning for a more comprehensive reading proficiency course of instruction. Reading and tutoring centers will naturally be interested in both the diagnostic eye-movement recording techniques available through computer technology. The ability for clients to use this silent reading development technology at home, beyond usual clinic hours, is certainly an advantage in terms of reading remediation. Reading researchers should also be intrigued by the comprehensive description of the silent reading process as well as the effects of oral reading on the development of proficiency in silent reading. Especially helpful should be the information revealed through eye-movement recordings about the many subliminal factors involved in the process of reading, as well as the changes produced by today's web-based computer techniques to modify the basic visual/functional, perceptual, and information processing skills that comprise the silent reading process. The purpose of the book is multifaceted. It discusses the complexity of the reading process and calls attention to the fact that some of the more basic visual/functional, perceptual and information processing skills that constitute proficient reading are not addressed in most core or basal reading programs today. By reading this book, reading educators will be able to embrace the advantages that computer technology can offer when planning a curriculum for students that will successfully develop proficiency and fluency in silent reading. Contents of this book include: (1) The Dynamic Activity of Reading (Stanford E. Taylor); (2) Eye-Movement Recording of the Reading Process (Stanford E. Taylor); (3) Technology's Role in Silent Reading Fluency Development (Stanford E. Taylor); (4) Oculomotor Activity During Reading (Stanford E. Taylor and S. Jay Samuels); (5) Moving Toward Fluency in Silent Reading (Stanford E. Taylor and Timothy Rasinski); and (6) Today's Technology to Develop Silent Reading Proficiency and Fluency (Stanford E. Taylor and Alexandra Spichtig). An index is included. (Contains 14 tables.).
