Author: Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 212
Book Description
Yearbook - Claremont College Reading Conference
Author: Yearbook - Claremont College Reading Conference
Author: Claremont College Reading ConferencePublisher:
ISBN:
Category : Claremont College Reading Conference
Languages : en
Pages : 176
Book Description
Yearbook - Claremont Reading Conference
Author: Yearbook
Author: Claremont College Reading ConferencePublisher:
ISBN:
Category : Claremont College Reading Conference
Languages : en
Pages : 172
Book Description
Yearbook
Author: Publisher:
ISBN:
Category : Claremont Reading Conference
Languages : en
Pages : 176
Book Description
The Psychology of Reading
Author: Mildred C. RobeckPublisher: Routledge
ISBN: 1351606883
Category : Psychology
Languages : en
Pages : 460
Book Description
The need to know why as well as how children and youth respond as they do to reading instruction has guided the selection of this book’s content. The second edition of this title, originally published in 1990, has retained and elaborated upon the three major themes previously presented: that reading is a linguistic process; that motivation, the affective domain, may be as important in learning to read as the cognitive domain; and that the reality of learning theory is to be found in the mechanisms of the brain where information is mediated and memory traces are stored. The text integrates views from cognitive psychology, psycholinguistics, and neuropsychology as they relate to reading and writing. A learning-motivation model is provided to present associative learning, conceptualization, and self-directed reading in a hierarchical relationship with distinct cognitive and affective components. The distinction between beginning and proficient reading is maintained throughout the text.
Catalog of Copyright Entries. Third Series
Author: Library of Congress. Copyright OfficePublisher: Copyright Office, Library of Congress
ISBN:
Category : Copyright
Languages : en
Pages : 1510
Book Description
Bibliography: the Collaborative Study on Cerebral Palsy, Mental Retardation, and Other Neurological and Sensory Disorders of Infancy and Childhood
Author: Publisher:
ISBN:
Category :
Languages : en
Pages : 192
Book Description
Compilation of publications of the Collaborative Perinatal Research Project.
The Cornerstones to Early Literacy
Author: Katherine Luongo-OrlandoPublisher: Pembroke Publishers Limited
ISBN: 1551382571
Category : Education
Languages : en
Pages : 169
Book Description
How can we build a strong literacy foundation for children? This book appreciates that learning and language development start with the play episodes, oral language practices, wordplay activities, print encounters, reading events, and writing experiences that children engage in during the early years of life. Filled with rich language activities, The Cornerstones to Early Literacy shows teachers how to create active learning experiences that are essential to building early literacy. This comprehensive handbook is organized around the following topics: Play Experiences - Understanding the early stages of learning and all aspects of the play-literacy connection ; Oral Language - Supporting opportunities for child talk with suggested conversation starters and events that involve personal timelines and storytelling ; Language Awareness and Word Play - Creating a balanced approach to language learning using games and activities that involve literature, music, choral speaking, sound games, and more ; Print Encounters - Discovering, reproducing, and creating all forms of environmental print ; Reading Events - Integrating read-aloud and shared book experiences with proven strategies for supporting and observing young readers ; Writing Experiences - Identifying early writing characteristics and techniques for moving children along in their writing.
Psychological Foundations of Education
Author: B. Claude MathisPublisher: Academic Press
ISBN: 1483258165
Category : Education
Languages : en
Pages : 797
Book Description
Psychological Foundations of Education presents some of the principles of psychology that are relevant to learning and teaching. It presents an alternative answer to the problem of the bifurcation of general and educational psychology in the curriculum of teacher preparation. While the solution is provisional and has obvious imperfections, it is offered in the hope that it may stimulate discussion of the problem and other solutions and/or explicit justifications for past practice. Key concepts discussed include teachers' attitudes and behavior, different types of learning, technology in education, forgetting and extinction, child development, and intelligence measurements. Also covered are the assessment of educational achievement, the social psychology of the classroom, and education in urban schools. This text should have a variety of uses in classes where students are preparing for teaching. It was written specifically for those situations in which the prospective teacher is introduced to psychology through a one- or two-semester integrated sequence.