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Author: Lee-Ann Holmes Publisher: R.I.C. Publications ISBN: 174126975X Category : Early childhood education Languages : en Pages : 92
Book Description
Prime-time comprehension (Ages 8-10) is one title in a three-book series. In each book are 20 varied and interesting original texts. For each text there are comprehension questions (encompassing three different levels of reasoning) and a related activity. (Foreword).
Author: Lee-Ann Holmes Publisher: R.I.C. Publications ISBN: 174126975X Category : Early childhood education Languages : en Pages : 92
Book Description
Prime-time comprehension (Ages 8-10) is one title in a three-book series. In each book are 20 varied and interesting original texts. For each text there are comprehension questions (encompassing three different levels of reasoning) and a related activity. (Foreword).
Author: Lee-Ann Holmes Publisher: R.I.C. Publications ISBN: 1741269768 Category : Early childhood education Languages : en Pages : 92
Book Description
Prime-time comprehension (Ages 8-10) is one title in a three-book series. In each book are 20 varied and interesting original texts. For each text there are comprehension questions (encompassing three different levels of reasoning) and a related activity. (Foreword).
Author: Edcon Publishing Group Publisher: EDCON Publishing Group ISBN: 084811423X Category : Reading comprehension Languages : en Pages : 64
Book Description
PDF eBook Reading Level 9.0-10.0 Ignite the interest of your reluctant reader and rekindle the enthusiasm of your accomplished one with these high-interest reading comprehension eBooks with STUDENT ACTIVITY LESSONS. Each book includes 10 original, exciting and informative short stories that cover a broad range of topics such as Tales of Adventure, Science, Biographies, Tales of Fantasy, and Interpersonal Relationships. Multi-cultural and non-sexist guidelines have been observed to provide reading material for a wide population. New vocabulary is defined and used in context. Pronunciation entries are provided. Students learn how to preview and survey through a preview question by focusing on key sentences and/or paragraphs designed to teach essential skills. Each lesson illustration is intended to add interest to the story and to assist the reader in understanding the selections, plot, and character development. Each of the 27 eBooks; Is divided into 10 short stories; Was written using McGraw-Hill's Core Vocabulary; Has been measured by the Fry Readability Formula; Includes 100 comprehension questions that test for main idea, critical thinking, inference, recalling details and sequencing; Has 60 vocabulary exercises in modified Cloze format; contains complete answer keys for comprehension and vocabulary exercises and Includes illustrations.
Author: Linda Flower Publisher: Oxford University Press, USA ISBN: 019506190X Category : Cognition Languages : en Pages : 280
Book Description
The Social and Cognitive Studies in Writing and Literacy Series, is devoted to books that bridge research, theory, and practice, exploring social and cognitive processes in writing and expanding our knowledge of literacy as an active constructive process--as students move from high school to college. This descriptive study of reading-to-write examines a critical point in every college student's academic performance: when he or she is faced with the task of reading a source, integrating personal ideas, and creating an individual text with a self-defined purpose. Offering an unusually comprehensive view of this process, the authors chart a group of freshmen as they study and write in their dormitories, recording their "think-aloud" strategies for reading, writing, and revising, their interpretation of the task, and their broader social, cultural, and contextual understanding of college writing. Flower, Stein, and colleagues convincingly conclude that the legacy of schooling in general makes the transition to college difficult and, more important, that the assumptions students hold and the strategies they use in undertaking this task play a significant role in their academic performance. Embracing a broad range of perspectives from rhetoric, composition, literacy research, literary and cultural theory, and cognitive psychology, this rigorous analysis treats reading-to-write as both a cognitive and social process. It will interest researchers and theoreticians in rhetoric and writing, teachers working with students in transition from high school to college, and educators involved in the links between cognition and the social process.
Author: Cesare Cornoldi Publisher: Routledge ISBN: 1136488626 Category : Education Languages : en Pages : 498
Book Description
Recognizing the characteristics of children with learning disabilities and deciding how to help them is a problem faced by schools all over the world. Although some disorders are fairly easily recognizable (e.g., mental retardation) or very specific to single components of performance and quite rare (e.g., developmental dyscalculia), schools must consider much larger populations of children with learning difficulties who cannot always be readily classified. These children present high-level learning difficulties that affect their performance on a variety of school tasks, but the underlying problem is often their difficulty in understanding written text. In many instances, despite good intellectual abilities and a superficial ability to cope with written texts and to use language appropriately, some children do not seem to grasp the most important elements, or cannot find the pieces of information they are looking for. Sometimes these difficulties are not immediately detected by the teacher in the early school years. They may be hidden because the most obvious early indicators of reading progress in the teacher's eyes do not involve comprehension of written texts or because the first texts a child encounters are quite simple and reflect only the difficulty level of the oral messages (sentences, short stories, etc.) with which the child is already familiar. However, as years go by and texts get more complex, comprehension difficulties will become increasingly apparent and increasingly detrimental to effective school learning. In turn, studying, assimilating new information, and many other situations requiring text comprehension -- from problem solving to reasoning with linguistic contents -- could be affected. Problems with decoding, dyslexia, and language disorders have attracted more interest from researchers than have specific comprehension problems and have occupied more room in specialized journals. Normal reading comprehension has also been a favorite with researchers. However, scarce interest has been paid to subjects who have comprehension difficulties. This book is an attempt to remedy this situation. In so doing, this volume answers the following questions: * Does a reading comprehension problem exist in schools? * How important and widespread is the problem? * Is the problem specific? * How can a reading comprehension difficulty be defined and identified? * Does the "syndrome" have a single pattern or can different subtypes be identified? * What are the main characteristics associated with a reading comprehension difficulty? * When can other well-identified problems add to our understanding of reading comprehension difficulties? * Which educational strategies are effective in preventing and treating reading comprehension difficulties? * What supplementary information can we get from an international perspective?
Author: Raymond Philippot Publisher: Guilford Press ISBN: 1593858833 Category : Language Arts & Disciplines Languages : en Pages : 241
Book Description
This valuable, research-based guide gives middle and secondary English teachers the tools they need to improve the comprehension skills of all their students. Core chapters explain specific practices for fostering learning from texts; leading students to a thorough, lasting understanding of subject matter; nurturing meaningful responses to literature; explicitly teaching comprehension strategies; and engaging students in higher-order thinking. An additional chapter highlights vocabulary instruction. Throughout, attention is given to building comprehension skills in a diverse range of students, from high achievers to struggling readers and English language learners. A wealth of hands-on materials are featured, including lesson plans, scaffolded reading experiences, and a richly detailed example of a teaching unit that shows how all facets of comprehension instruction can be brought together in the classroom.
Author: Linda Hoyt Publisher: Heinemann Educational Books ISBN: 9780325025797 Category : Education Languages : en Pages : 0
Book Description
"For ten years and in hundreds of thousands of classrooms, Revisit, Reflect, Retell has been a teacher's most reliable resource for helping students experience deeper levels of understanding. Now, Linda Hoyt returns with an updated edition of Revisit, Reflect, Retell that's loaded with new, teacher-friendly features and several new strategies, making it more useful than ever."--BOOK JACKET.
Author: Dr. Danny Brassell Publisher: Shell Education ISBN: 1425893236 Category : Education Languages : en Pages : 147
Book Description
Energize your reading instruction through innovative, engaging reading strategies that will empower you to improve your students' comprehension. Written by Drs. Timothy Rasinski and Danny Brassell, these unique classroom-tested strategies integrate current research with real-life observation of diverse students in action. Learn why these comprehension strategies matter, as well as how to introduce activities to tap into students' multiple intelligences and improve reading instruction across the content areas.
Author: Donna Ogle Publisher: ASCD ISBN: 1416606289 Category : Education Languages : en Pages : 227
Book Description
Preparing students to be active, informed, literate citizens is one of the primary functions of public schools. But how can students become engaged citizens if they can't read, let alone understand, their social studies texts? What can educators—and social studies teachers in particular—do to help students develop the knowledge, skills, and motivation to become engaged in civic life? Building Literacy in Social Studies addresses this question by presenting both the underlying concepts and the research-based techniques that teachers can use to engage students and build the skills they need to become successful readers, critical thinkers, and active citizens. The authors provide targeted strategies—including teaching models, graphic organizers, and step-by-step instructions—for activities such as * Building vocabulary, * Developing textbook literacy skills, * Interpreting primary and secondary sources, * Applying critical thinking skills to newspapers and magazines, and * Evaluating Internet sources. Readers will also learn how to organize classrooms into models of democracy by creating learning communities that support literacy instruction, distribute authority, encourage cooperation, and increase accountability among students. Realistic scenarios depict a typical social studies teacher's experience before and after implementing the strategies in the classroom, showing their potential to make a significant difference in how students respond to instruction. By making literacy strategies a vital part of content-area instruction, teachers not only help students better understand their schoolwork but also open students' eyes to the power that informed and engaged people have to change the world.
Author: Lee-Ann Holmes
Author: Lee-Ann Holmes
Author: Lee-Ann Holmes
Author: Edcon Publishing Group
Author: Chris Morton
Author: Linda Flower
Author: Cesare Cornoldi
Author: Raymond Philippot
Author: Linda Hoyt
Author: Dr. Danny Brassell
Author: Donna Ogle