Whole Language and Basal Program Reading Instruction in Two Second Grade Classrooms PDF Download
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Author: Lee Ann Dubert
Publisher:
ISBN:
Category :
Languages : en
Pages : 626
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Author: Lee Ann Dubert
Publisher:
ISBN:
Category :
Languages : en
Pages : 626
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Book Description
Author: Louisa Cook Moats
Publisher: DIANE Publishing
ISBN: 1437902367
Category :
Languages : en
Pages : 32
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Book Description
This position paper contends that the whole language approach to reading instruction has been disproved by research and evaluation but still pervades textbooks for teachers, instructional materials for classroom use, some states' language-arts standards and other policy documents, teacher licensing requirements and preparation programs, and the professional context in which teachers work. The paper finds that many who pledge allegiance to "balanced reading" continue to misunderstand reading development and to deliver "poorly conceived, ineffective reading instruction." It argues that "rooting out whole language" from reading classrooms calls for effort on eight separate fronts. The paper describes what whole language is, why it is contradicted by scientific studies, how it continues in education, and what should be done to correct the situation. (Contains a glossary and 57 notes.) (NKA)
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 380
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Author: Joanne Larson
Publisher: SAGE
ISBN: 1446265919
Category : Education
Languages : en
Pages : 705
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Book Description
This new edition of the much-loved Handbook of Early Childhood Literacy has been revised and updated to retain its cutting-edge focus on emergent and important areas of research. This comprehensive work guides the reader through current social, cultural and historical analysis on a global scale. The new edition contains a greater range of methodologies, and chapters on: - space and literacy - disabilities and early childhood literacy - digital literacies - indigenous literacy - play and literacy - policy In the Handbook, readers will find coverage of all the key topics in early childhood literacy. The exceptional list of contributors offers in-depth expertise in their respective areas of knowledge. The Handbook is essential for Undergraduate students; Masters students; PhD students; CPD students; researchers, and literacy-centre personel. ′The second edition of this internationally respected and widely used text encompases a myriad of new issues and insights, both through new contributions and thoughtfully revised chapters which raise fresh questions and challenges for research and practice. In pushing the boundaries still further, the handbook retains its rightful place at the forefront of research into early childhood literacy practice in the 21st century′ -Professor Teresa Cremin, Open University UK ′This handbook provides in-depth knowledge of insights and theories about the dynamic process of how children come to know literacy as thinking humans in social and cultural spaces. There is a rich array of research perspectives of children′s meaning-making through family and digital liteacies, play and literacy, and in-school and out-of-school literacy experiences′ - Yetta Goodman, Regents Professor, University of Arizona
Author: Carl Bernard Smith
Publisher: ERIC Clearinghouse on Reading, English, & Communication
ISBN:
Category : Reading
Languages : en
Pages : 412
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Book Description
This book presents a debate between "reasonable" educators who either claim that there is evidence for the effectiveness of whole language, or who challenge the claim that whole language works across the broad spectrum of learners. The book presents the debate in the form of formal debate resolutions, opening "statements," transcripts of a "face-to-face shoot-out" at a convention of the National Reading Conference in San Antonio, Texas, further written responses, and commentary on the debate. Contents of the book are: "'And the Winner Is...!' The Context of the Debate" (Carl B. Smith); "Call Me Teacher" (Susan Ohanian); "Whole Language and Research: The Case for Caution" (Michael C. McKenna and others); "Moderator's Comments" (Carl B. Smith); "The Answer Is Yes..." (Patrick Shannon); "Unlike Patrick, We Do Accept Reality..." (Michael McKenna); "Who the Hell Are You?" (Susan Ohanian); "Let Us Not Permit Ourselves to Be Forced into Bitterly Polarized Positions..." (Richard Robinson); "Audience Participation" (moderated by Carl B. Smith); "People Who Live in Glass Houses..." (Patrick Shannon); "Emerging Perspectives on Whole Language" (Michael C. McKenna and others); "Whole Language: Now More Than Ever" (Shelley Harwayne); "Is Whole Language 'The Real Thing'? Advertisements and Research in the Debate on Whole Language" (Steven Stahl); "New Questions, Different Inquiries" (Jerome Harste); and "Commentary on the ERIC Whole Language Debate" (Michael Pressley). A selected, annotated bibliography of approximately 1,000 items from the ERIC database concerning whole language is included. (RS)
Author: Michael L. Kamil
Publisher: IAP
ISBN: 1607527863
Category : Education
Languages : en
Pages : 200
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 740
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Book Description
Author: Robert Baratta-Lorton
Publisher: Lulu.com
ISBN: 0961464607
Category : Reading
Languages : en
Pages : 117
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Book Description
Author: Margaret J. Snowling
Publisher: John Wiley & Sons
ISBN: 0470757639
Category : Psychology
Languages : en
Pages : 680
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Book Description
The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Author: Robert E. Slavin
Publisher: Routledge
ISBN: 1135664315
Category : Education
Languages : en
Pages : 408
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Book Description
Latino (or Hispanic) children are one of the fastest-growing groups in U.S. schools today. On average, these students perform worse than Anglo students on measures of academic achievement and other measures of academic success, and their drop-out rate is high. There are schools of excellence among those serving Latino children, but the majority of these children are placed "at risk" by schools and community institutions unable to build on the cultural, personal, and linguistic strengths these children are likely to bring with them to school. Schools serving Latino students need programs based on high-quality research, capable of being replicated and adapted to local circumstances and needs. The purpose of this book is to present the current state of the art with respect to research on effective instructional programs for Latino students in elementary and secondary grades. Surprisingly, this has not been done before; there are many books on the situation of Latino students in U.S. schools, but none so far have reviewed research on the outcomes of programs designed to enhance the academic achievement of these students. The chapters represent a broad range of methodologies, from experimental to correlational to descriptive, and the solutions they propose are extremely diverse. Each examines, in its own way, programs and practices that are showing success. Together, they present a rich array of research-based effective programs that are practical, widely available, and likely to make a profound difference. What binds the chapters together is a shared belief that Latino students can succeed at the highest levels if they receive the quality of instruction they deserve, and a shared belief that reform of schools serving many Latino students is both possible and essential. This is a book filled with statistics, description, and reviews of research--but even more, it is filled with optimism about what schools for Latino students can be, and what these students will achieve. It is a highly relevant and useful resource for educators, policymakers, and researchers who want to use research to inform the decisions they make about how to help Latino students succeed in elementary and secondary schools, and beyond.
