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Author: M. D. Vernon Publisher: Cambridge University Press ISBN: 1316603644 Category : Language Arts & Disciplines Languages : en Pages : 239
Book Description
Originally published in 1957, this book discusses the factors involved in learning to read and the issues leading to children having difficulties in this area. The text begins by analysing what the child does during the learning process, then studies the nature of 'reading disability', before presenting methods of remedial teaching and strategies for improving reading.
Author: M. D. Vernon Publisher: Cambridge University Press ISBN: 1316603644 Category : Language Arts & Disciplines Languages : en Pages : 239
Book Description
Originally published in 1957, this book discusses the factors involved in learning to read and the issues leading to children having difficulties in this area. The text begins by analysing what the child does during the learning process, then studies the nature of 'reading disability', before presenting methods of remedial teaching and strategies for improving reading.
Author: Grant P. Wiggins Publisher: ASCD ISBN: 1416600353 Category : Education Languages : en Pages : 383
Book Description
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Author: Laughlin Barker Taylor Publisher: ISBN: Category : Languages : en Pages :
Book Description
"In an attempt to establish brain dysfunction as a factor underlying backwardness of reading, an electroencephalogram and several psychological tests were administered to a group of poor readers and normal controls. Although there were no significant differences in the EEG patterns between the two groups, there was a developmental trend suggesting that the poor readers had more posterior slow wave activity at a later age than did the normal controls. For both groups a relationship was also found between IQ ratings and the aide of the brain showing the most posterior slow waves. Two types of poor readers were identified." --
Author: M. D. Vernon
Author: M. D. Vernon
Author: Magdalen Dorothea Vernon
Author: 
Author: Magdalen Dorothea Vernon
Author: Ivy L. Hawes
Author: Fred Joyce Schonell
Author: Molly Brearley
Author: Ivy L. Hawes
Author: Grant P. Wiggins
Author: Laughlin Barker Taylor