Improving Inference Ability Through Direct Instruction PDF Download
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Author: Amanda Lewey
Publisher:
ISBN:
Category : Direct instruction
Languages : en
Pages : 82
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Book Description
Author: Amanda Lewey
Publisher:
ISBN:
Category : Direct instruction
Languages : en
Pages : 82
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Book Description
Author: Anne Kispal
Publisher: Damaris Publishing
ISBN: 9781847751416
Category : Inference
Languages : en
Pages : 60
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Book Description
Author: P. David Pearson
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 28
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Book Description
Author: Felicity Fletcher-Campbell
Publisher: SAGE
ISBN: 1446202410
Category : Education
Languages : en
Pages : 321
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Book Description
This Reader considers the complexity of literacy difficulties, showing how research into literacy difficulties has to be multi-faceted and multi-disciplinary and involve a range of research approaches and methods. The chapters show that this is necessary to accommodate the wide range of issues that can, potentially, explain literacy difficulties and suggest strategies and interventions to ease those difficulties. Starting from the point that literacy is a contested concept and that acquiring literacy is a complex process, this Reader goes on to consider literacy development in relation to: - Theoretical understandings, implications for practice - Assessing literacy difficulties - Pedagogy and planning - Interventions in different contexts This Reader is relevant to all postgraduate students of Literacy, as well as educators, professionals and policy makers.
Author: Michela Kopitski
Publisher:
ISBN:
Category :
Languages : en
Pages : 204
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Book Description
The purpose of this capstone is to describe an action research project in which a fourth grade teacher wanted to improve her reading instruction, particularly the reading skill of inference. Reading specialists, such as Harvey and Goudvis (2000), suggest explicit instruction is a successful method for the teaching of reading strategies. The teacher used four activities to explicitly teach the reading skill of inference to determine which may make a difference in students' ability to make inferences. The students involved in this study were fifteen fourth grade students who were reading between a third and fourth grade reading level. Two of the students were English language learners. Performance on daily work showed an increase in students' ability to make inferences while reading. Standardized test scores did not show the same results.
Author: Douglas Carnine
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 490
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Book Description
Author: Adam Boxer
Publisher: John Catt
ISBN: 1398383856
Category : Education
Languages : en
Pages : 126
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Book Description
researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings. In this edition, Adam Boxer examines Direct Instruction, editing contributions from writers including: Kris Boulton; Greg Ashman; Gethyn Jones; Tom Needham; Lia Martin; Amy Coombe; Naveen Rivzi; John Blake; Sarah Barker; and Sarah Cullen.
Author: Sheldon Rosenberg
Publisher: CUP Archive
ISBN: 9780521317337
Category : Language Arts & Disciplines
Languages : en
Pages : 340
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Book Description
Author: Edward S. Shapiro
Publisher: Guilford Publications
ISBN: 1462551599
Category : Psychology
Languages : en
Pages : 570
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Book Description
Now in a revised and expanded fifth edition that reflects current research and best practices in direct assessment and intervention, this text addresses a perennial need for school practitioners and practitioners in training. Presented is a comprehensive, problem-solving-based approach for working with K–12 students who are struggling with reading, writing, or mathematics. The book provides a framework for evaluating the instructional environment as well as each student's context and unique learning needs; planning instructional modifications; and monitoring progress. The companion workbook, available separately, contains practice exercises and reproducible forms. New to This Edition *Revised throughout by new coauthor Nathan H. Clemens, while retaining the core elements of Edward S. Shapiro's approach. *New emphasis on the central role of language in reading, mathematics, and writing development and difficulties, and implications for working more effectively with linguistically and culturally diverse students. *Fresh perspectives on behaviors that facilitate learning, such as attention to task and following directions. *Updated and expanded coverage of key topics--universal screening; progress monitoring; intensive, individualized academic skills interventions; and more. See also Academic Skills Problems Fifth Edition Workbook, which provides the reproducible forms discussed in the text, practice exercises, and additional useful materials, in a convenient large-size format.
Author: Katherine A. Dougherty Stahl
Publisher: Guilford Press
ISBN: 1593852991
Category : Language Arts & Disciplines
Languages : en
Pages : 481
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Book Description
This book presents state-of-the-science research on the components of successful literacy learning and how to target them in contemporary classrooms. The volume builds on and extends the work of Steven Stahl, whose pioneering contributions encompassed the key areas of phonemic awareness, phonics, vocabulary, fluency, comprehension, and assessment. Ten classic papers by Stahl are accompanied by 16 new chapters by other leading experts, who highlight Stahl's theoretical, methodological, and instructional innovations; describe how knowledge about each domain continues to evolve; and discuss implications for helping all children become better readers.
