Literacy Books
Brookes Publishing Co The Reading Comprehension Blueprint: Helping
Book SynopsisComprehension is a primary ingredient of reading success—but most educators aren't taught how to deliver structured comprehension instruction in their classrooms. K–8 teachers will find the guidance they need in this groundbreaking professional resource from Nancy Hennessy, former IDA President and an expert on reading comprehension. Meticulously researched and masterfully organized, this book offers a clear blueprint for understanding the complexities of reading comprehension and delivering high-quality, evidence-based instruction that helps students construct meaning from challenging texts.,br>Aligned with the science of reading and IDA's Structured Literacy approach, this book is a must for in-service educators and an ideal supplement to pair with core literacy textbooks. Today's teachers will get the essential knowledge and practical tools they need to help every student become a proficient reader—and build a strong foundation for school success.Educators will: Get critical background knowledge.Synthesizing decades of research on reading comprehension, this book provides educators with all the fundamentals they need to teach this key component of reading proficiency. Master the blueprint. Teachers will get a complete framework for organizing instruction, aligned with the language comprehension strands of Scarborough's Reading Rope. In-depth chapters are devoted to each facet of reading comprehension, including vocabulary, syntax and sentence comprehension, text structures, background knowledge, and levels of understanding and inference. Make it work in the classroom. Educators will find practical guidance and tools for planning their units and lessons, adapting to the needs of individual students, and assessing student progress. (An interactive book study guide makes this book easy to use as a professional development resource.) Practical materials: To help them apply the science of reading comprehension and design high-quality instruction, teachers will get classroom activities, sample lesson plans, and questions that help them reflect on and strengthen their practices. The photocopiable teaching resources, including unit and lesson plan organizers, can be used again and again in the classroom.Table of Contents About the Downloads About the Author Foreword— Louisa Cook Moats, Ed.D. Preface Acknowledgments Section I The Nature of Reading Comprehension Chapter 1 Dimensions of Skilled Reading: Connecting to Educators' Critical Background Knowledge Chapter 2 Viewpoints on Reading Comprehension Section II The Blueprint Chapter 3 The Blueprint for Reading Comprehension Instruction Chapter 4 The Blueprint for Vocabulary Chapter 5 The Blueprint for Syntax and Sentence Comprehension Chapter 6 The Blueprint for Text Structures Chapter 7 The Blueprint for Background Knowledge Chapter 8 The Blueprint for Levels of Understanding and Inference Section III Implementation Chapter 9 The Blueprint: Making It Work Appendix: Instructional Tools and Templates Index
£42.46
Brookes Publishing Co Next STEPS in Literacy Instruction: Connecting
Book SynopsisAfter a universal screening assessment, how can K–6 educators translate the results into evidence-based instruction, targeted interventions, and improved reading outcomes? The timely new edition of this bestselling book has clear and practical answers. Fully updated with the latest reading research and models, this teacher-friendly planning guide matches the items of today’s most popular reading assessments with Tiers 1, 2, and 3 interventions, strategies, and activities that help struggling readers succeed.Aligned with the science of reading and extensively field tested, this guidebook is built around the National Reading Panel’s big five ideas: phoneme awareness, phonics, fluency, reading comprehension, and vocabulary. Teachers will get a concise introduction to each component, assessment options for each, specific strategies for connecting assessment findings to lesson planning, and dozens of practice activities to incorporate into small-group and whole-group instruction. Packed with strategies, scenarios, and planning worksheets, this book helps classroom teachers and reading specialists take action after assessments, make data-driven decisions, and plan differentiated instruction that makes a real difference for struggling readers.WHAT’S NEW New focus on today’s most widely used assessments: DIBELS 8th Edition, Acadience Reading K-6, easyCBM, and aimswebPlus Convenient charts with clear summaries of the assessments 90+ new and updated activities specially designed for use with struggling readers during whole-class or small-group instruction Practical guidance on implementing instruction and intervention within MTSS Explicit connections to the science of reading, Structured Literacy, Scarborough’s Reading Rope, and Ehri’s phases of word reading development New online materials: a quick-reference Assessment Guide, a handy online resources list, and 20+ pages of downloadable worksheets, planning guides, and templates for classroom use Table of Contents About the Authors About the Downloads Preface AcknowledgementsI Introduction Chapter 1: Introduction To Next STEPS Chapter 2: Using Next STEPS To Teach Struggling ReadersII Applying STEPS to the Components of Reading Chapter 3: Phoneme Awareness Chapter 4: Phonics—Decoding, Encoding, And Word Recognition Chapter 5: Fluency Chapter 6: Reading Comprehension Chapter 7: VocabularyIII Weaving It All Together Chapter 8: Weaving Elements Together For A Lifetime Of Reading Appendix A: Quick Revealing Phoneme Awareness Tool (QRPAT) Appendix B: Acadience Reading CFOL Checklist Glossary References Index
£38.21
Brookes Publishing Co The Reading Comprehension Blueprint Activity
Book SynopsisGrounded in the science of reading, this book is a practical field guide to intentional instruction that enhances reading comprehension skills for all learners. The activity book covers every section of the Blueprint: vocabulary, syntax and sentence comprehension, text structures, background knowledge, and levels of understanding and inference as well as expression of understanding. For each of these critical areas, this activity book gives educators: Clear and concise guidance on the what, why, and how of instruction Sample lesson plans that teachers can use as models for their own Instructional activities that help students build key skills needed for comprehension Ready-to-use tips for successful teaching "Try This" activities that help teachers reflect on and hone their instruction Supports for diverse learners, including students with learning disabilities and English language learners Reader-friendly definitions of important terms Links to multimedia content for further learning Perfect for professional development, this hands-on resource can be studied by individual educators, discussed in small groups, or used as the focus for a training program or learning community. A must-have for current and future K-8 educators, reading specialists, and other practitioners, this activity book helps teachers apply their knowledge of structured comprehension instruction in their classrooms—and strengthen reading success for every learner.Table of Contents About the Online Companion Materials About the Authors Acknowledgements Dedication Introduction Chapter 1: The Big Ideas of The Reading Comprehension Blueprint Chapter 2: Implementing the Blueprint: Preparing for Instruction & Text Reading Chapter 3: Implementing the Blueprint: Vocabulary Chapter 4: Implementing the Blueprint: Sentence Comprehension Chapter 5: Implementing the Blueprint: Text Structure Chapter 6: Implementing the Blueprint: Knowledge Chapter 7: Implementing the Blueprint: Levels of Understanding & Inference Chapter 8: Implementing the Blueprint: Expression of Understanding Reference
£29.71
Wilfrid Laurier University Press Erasing Frankenstein: Remaking the Monster, A
Book SynopsisErasing Frankenstein showcases a creative exchange between federally incarcerated women and members of the prison-education think tank Walls to Bridges Collective at the Grand Valley Institution for Women (GVI) in Kitchener, Ontario, and graduate and undergraduate students from the University of New Brunswick (UNB) in Fredericton, New Brunswick. Working collaboratively by long-distance mail, the artists and contributors made the first-ever poetic adaptation of Frankenstein, turning it into a book-length erasure poem. An erasure poem is an example of “found art,” a poem created by piggybacking on an existing text; the words that are not part of the poem are erased or blacked out, and what is left is the poem. This book presents the original erasure poem alongside reflections from participants on the experience.
£29.71
Equinox Publishing Ltd Reading Visual Narratives
Book SynopsisContemporary children's picture books provide a rich domain for developing theory and analysis of visual meaning and its relation to accompanying verbal text. This book offers new descriptions of the visual strand of meaning in picture book narratives as a way of furthering the project of 'multimodal' discourse analysis and of explaining the literacy demands and apprenticing techniques of children's earliest literature. Reading Visual Narratives uses the principles of systemic-functional theory to organise an explicit account of visual meaning in relation to three perspectives: the visual construction of the narrative events and characters (ideational meaning), the visual positioning of the reader through choices related to focalisation and appraisal (interpersonal meaning) and the discourse organization of visual meanings through choices in framing and composition (textual meaning). The descriptions throughout are illustrated with examples from highly regarded children's picture books. Reading Visual Narratives extends previous social-semiotic accounts of the 'grammar' of the image, by focussing attention on discourse level meanings and on semantic relationships created by sequences of images. At the same time, it extends current understandings of how picture books work through its explicit and systematic account of the visual meanings and their integration with verbal aspects of the texts. It will be of interest to researchers in multimodal discourse analysis, systemic-functional theory, and children's literature and literacy.Trade ReviewHighly recommended. Upper-division undergraduates through faculty, professionals, and practitioners. Choice, Vol 50.11 Overall, Reading Visual Narrativesis an important contribution to the field of social semiotics, in general, and to the study of visual-verbal narratives in children's picture books, in particular. Painter et al. have produced a work that is (almost) as fascinating as the material upon which it is based. LinguistList, June 2013Table of ContentsContents 1: Reading the Visual in Children's Picture Books 2: Enacting Social Relations 3: Construing Representations 4: Composing Visual Space 5: Intermodality - Image and Verbiage
£29.27
Liverpool University Press Literacy, Language and Reading in
Book SynopsisThis volume of essays explores the multiple forms and functions of reading and writing in nineteenth-century Ireland. This century saw a dramatic transition in literacy levels and in the education and language practices of the Irish population, yet the processes and full significance of these transitions remains critically under explored. This book traces how understandings of literacy and language shaped national and transnational discourses of cultural identity, and the different reading communities produced by questions of language, religion, status, education and audience. Essays are gathered under four main areas of analysis: Literacy and Bilingualism; Periodicals and their readers; Translation, transmission and transnational literacies; Visual literacies. Through these sections, the authors offer a range of understandings of the ways in which Irish readers and writers interpreted and communicated their worlds. List of contributors: Rebecca Anne Barr, Sarah-Anne Buckley, Muireann O’Cinneide, Niall Ó Ciosáin, Máire Nic an Bhaird, Liam Mac Mathúna, James Quinn, Nicola Morris, Elizabeth Tilley, Darragh Gannon, Florry O’Driscoll, Michèle Milan, Nessa Cronin and Stephanie Rains.Trade ReviewReviews ‘A cause for celebration and a strong indicator of the maturation of the field… this collection up-ends many assumptions about nineteenth-century Ireland as it grappled with literacies in both English and Irish during a century that witnessed tremendous change.’Karen Steel, Victorian Periodicals Review'The capacious key terms of Literacy, Language, and Reading allow the conceptual nets to be cast far and wide... the real contribution of this volume is the kaleidoscopic view that it both constructs and encourages.'Sean O’Toole, Victorian Studies'In addition to scholars of linguistics and language, this book will be of use to those researching the history of the book and printing in Ireland, journalism, cartography and religion. All reveal something of the social and culture life of nineteenth century Ireland.'Orla Fitzpatrick, Irish Studies ReviewTable of ContentsSection 1 Literacy and Bilingualism1 Varieties of Literacy in Nineteenth-Century Ireland - Niall Ó Ciosáin 2 Douglas Hyde: First Steps in the Creation of a Linguist - Liam Mac Mathúna and Máire Níc BhairdSection 2 Periodicals and their Readers3 The Nation, History and the Making of a National Citizen - James Quinn4 Watchmen to the House of Israel? Irish Methodism and the Religious Press - Nicola Morris5 The Dublin Penny Journal and Alternative Histories - Elizabeth TilleySection 3 Translation, Transmission and Transnational Literacies6 Room With a View: Reading Ireland in the Irish College Old Library, Paris c. 1870-1900 - Darragh Gannon7 “May God bless you and all at home”: Mid-Nineteenth-Century Irish Views on Italy As Seen Through the Letters of Albert Delahoyde, 1860-1870 - Florry O Driscoll8 “Good Translations” or “Mental dram-drinking”? Translation and Literacy in Nineteenth-Century Ireland - Michèle MilanSection 4 Visual Literacies9 From Dublin to Dehar Dun: Language, Translation and Mapping Ireland and India - Nessa Cronin 10 Reading the Hand: Palmistry, Graphology and Alternative Literacies - Stephanie Rains
£109.50
Equinox Publishing Ltd Reading to Learn, Reading the World: How
Book SynopsisThis volume showcases a range of Reading to Learn (R2L) projects from around the world in a variety of educational settings in many different languages. The pedagogy emerged over two decades from a coalescence of idealism, academic research and teachers' experience. One ideal shared by everyone involved in R2L has been to become a more effective teacher, and to help others do so. Underlying this drive to excel is the democratic ideal that education should be equally available, inclusive and effective for every student. In the first chapter David Rose recounts the origins of R2L in work with Indigenous Australian children, informed by genre writing and scaffolded reading pedagogies. Three following chapters celebrate the impact of the methodology in settings of educational disadvantage in Australian schools. Further chapters describe the efficacy of the methodology around the world in a variety of languages, often in very challenging educational settings. Stories from Africa detail the successes of R2L pedagogy in South Africa, Kenya, Uganda and Tanzania. In Europe, a ground-breaking project to adapt the methodology for the education of deaf and hearing-impaired students working in Swedish Sign Language (SSL) is described. Also in Sweden, a long-term project to train teachers working in disadvantaged schools grew out of the success of the EU-funded project, Teacher Learning for European Literacy Education (TeL4ELE). Following chapters describe how the TeL4ELE project unfolded and spread R2L to Portuguese and Spanish schools and teacher education. Chapters from the Americas provide stories of success from a US community education project with Spanish-speaking mothers learning English, a tertiary setting in Colombia where the methodology has been used as a cross-faculty initiative, and a literacy outreach program from a university in Argentina for teachers from disadvantaged local schools. Final chapters include an evaluation of the R2L methodology in comparison with other literacy methods used in Argentina, an analysis of the R2L methodology for teaching mathematics in Chile and a project to teach scientific literacy with Indonesian school students, in both Indonesian and English.Table of ContentsForeword Professor J.R. Martin, University of Sydney Introduction Chapter 1: Learning to Teach David Rose Chapter 2: Inclusion and Success for All Children: A Whole-school Approach Ingrid Freeman and Jane Kelly, Kenmore State School, Queensland, Australia Chapter 3: Scaffolding Pedagogic Change at School and System Level: Reading to Learn in Victoria, Australia Sarah Culican, Department of Education, Victoria, Australia Chapter 4: Whole-school Implementation of Reading to Learn in a Secondary Context Zena Carusi-Lees, Balmoral State High School, Queensland Chapter 5: The Story of Reading to Learn South Africa (RtLSA) Mike Hart, Reading to Learn South Africa, University of Kwa-Zulu Natal Chapter 6: Equity-based Models of Teaching Literacy: Supporting EAL Students’ English Academic Writing Development with Reading to Learn Pedagogy Tracey Millin, School of Teacher Education, University of Canterbury, New Zealand Chapter 7: Bridging the Gap between Sign Language and Written Texts for Students who are Deaf or have a Hearing Loss Ann-Christin Lövstedt, Reading for Life, Sweden Chapter 8: Scaffolding a Long-term Professional Development Project in a Disadvantaged Swedish Context Pernilla Andersson Varga, Annette Mitiche, Jaana Sandberg and Susanne Staf, Centre for School Development, Gothenburg, Sweden Chapter 9:A story of International Cooperation: Teacher Learning for European Literacy Education (TeL4ELE) Claire Acevedo Chapter 10: Working with Reading to Learn at Undergraduate Level in Spain: A Learning Journey Rachel Whittaker, Isabel García-Parejo and Aoife Ahern, Universidad Complutense de Madrid Chapter 11: Learning to use Reading to Learn in Portugal Carlos A. M. Gouveia, Letras, ULisboa & CELGA-ILTEC, UC, Marta Filipe Alexandre and Fausto Caels, ESECS-IPLeiria & CELGA-ILTEC, UC Chapter 12: Bilingual Reading to Learn for ESL Latinx Immigrant Mothers in the United States Andrés Ramírez, Florida Atlantic University, USA and María Gabriela Gutiérrez, Universidad de la Salle, Bogotá, Colombia Chapter 13: Introducing R2L into Higher Education Teaching in the Colombian Caribbean Sergio Álvarez Uribe, Norma Barletta, Teresa Benítez and Nayibe Rosado, Universidad del Norte, Barranquilla, Colombia Chapter 14:Reading to Learn in an Argentine Context: Implementing the Pedagogy in Primary Schools Patricia V. Meehan, Angélica Gaido, Liliana Anglada and María Belén Oliva, Universidad Nacional de Córdoba, Argentina Chapter 15: R2L and Cognitive Approaches to Reading in the EFL Context: Engaging in Dialogue Samiah Hassan and Cristina Boccia, Universidad Nacional de Cuyo, Mendoza, Argentina Chapter 16: Maths Process Modelling: A Reading to Learn Curriculum Genre Ingrid Westhoff, Universidad Andrés Bello and Fundación Educar para Crecer, Chile and Raimundo Olfos, Pontificia Universidad Católica de Valparaíso, Chile Chapter 17: Application of Reading to Learn Methodology in EFL Classrooms: A Bilingual Approach Harni Kartika-Ningsih, Universitas Indonesia
£67.50
Liverpool University Press Literacy, Language and Reading in
Book SynopsisThis volume of essays explores the multiple forms and functions of reading and writing in nineteenth-century Ireland. This century saw a dramatic transition in literacy levels and in the education and language practices of the Irish population, yet the processes and full significance of these transitions remains critically under explored. This book traces how understandings of literacy and language shaped national and transnational discourses of cultural identity, and the different reading communities produced by questions of language, religion, status, education and audience. Essays are gathered under four main areas of analysis: Literacy and Bilingualism; Periodicals and their readers; Translation, transmission and transnational literacies; Visual literacies. Through these sections, the authors offer a range of understandings of the ways in which Irish readers and writers interpreted and communicated their worlds. List of contributors: Rebecca Anne Barr, Sarah-Anne Buckley, Muireann O’Cinneide, Niall Ó Ciosáin, Máire Nic an Bhaird, Liam Mac Mathúna, James Quinn, Nicola Morris, Elizabeth Tilley, Darragh Gannon, Florry O’Driscoll, Michèle Milan, Nessa Cronin and Stephanie Rains.Trade ReviewReviews ‘A cause for celebration and a strong indicator of the maturation of the field… this collection up-ends many assumptions about nineteenth-century Ireland as it grappled with literacies in both English and Irish during a century that witnessed tremendous change.’Karen Steel, Victorian Periodicals Review'The capacious key terms of Literacy, Language, and Reading allow the conceptual nets to be cast far and wide... the real contribution of this volume is the kaleidoscopic view that it both constructs and encourages.'Sean O’Toole, Victorian Studies'In addition to scholars of linguistics and language, this book will be of use to those researching the history of the book and printing in Ireland, journalism, cartography and religion. All reveal something of the social and culture life of nineteenth century Ireland.'Orla Fitzpatrick, Irish Studies ReviewTable of ContentsSection 1 Literacy and Bilingualism1 Varieties of Literacy in Nineteenth-Century Ireland - Niall Ó Ciosáin 2 Douglas Hyde: First Steps in the Creation of a Linguist - Liam Mac Mathúna and Máire Níc BhairdSection 2 Periodicals and their Readers3 The Nation, History and the Making of a National Citizen - James Quinn4 Watchmen to the House of Israel? Irish Methodism and the Religious Press - Nicola Morris5 The Dublin Penny Journal and Alternative Histories - Elizabeth TilleySection 3 Translation, Transmission and Transnational Literacies6 Room With a View: Reading Ireland in the Irish College Old Library, Paris c. 1870-1900 - Darragh Gannon7 “May God bless you and all at home”: Mid-Nineteenth-Century Irish Views on Italy As Seen Through the Letters of Albert Delahoyde, 1860-1870 - Florry O Driscoll8 “Good Translations” or “Mental dram-drinking”? Translation and Literacy in Nineteenth-Century Ireland - Michèle MilanSection 4 Visual Literacies9 From Dublin to Dehar Dun: Language, Translation and Mapping Ireland and India - Nessa Cronin 10 Reading the Hand: Palmistry, Graphology and Alternative Literacies - Stephanie Rains
£31.86
University of Toronto Press Learning to WriteReading to Learn
Book SynopsisThis book presents the research of the ‘Sydney School’ in language and literacy pedagogy. Widely known as genre-based pedagogy, the research is cutting-edge, but is built on 30 years of developments in the field, in a unique collaboration between functional linguists and literacy educators. This collaboration has transformed linguistic and pedagogic theory into a powerful, comprehensive methodology for embedding literacy teaching in educational practice. The book is written to be useful for practitioners, researchers and students, building up pedagogic, linguistic and social theory in steps, contextualized within teaching practice. Topics covered include the genre-based writing pedagogy, genres across the school curriculum, pedagogy for learning through reading, and the pedagogic metalanguage developed in the research. On one hand this volume offers educators an unparalleled set of strategies for transforming educational outcomes; on the other it offers researchers powerful tools for investigating and redesigning educational practice.
£67.50
Equinox Publishing Ltd Literacy and Social Responsibility: Multiple Perspectives
Book SynopsisThis volume brings together a number of people professionally engaged in the study of literacy, either because they are teachers or teacher educators of language and literacy, or because they are involved as social and/or educational workers researching or providing programs to address the needs of people at risk because of inadequate literacy skills. It thus sets up a dialogue between these two communities of writers, all bringing different perspectives to the issues, some from the context of Literacy Education, others from the context of Social Work. All are committed to the view that provision of effective literacy programs is a matter of equity and social justice, though the ways in which they address such a view can differ. Issues addressed include: the changing nature of literacy in the modern world; the impact of the multimodal environment in which literacy now functions; the implications of this environment for pedagogical practices in the teaching of literacy; the causes and consequences of social disadvantage in learning literacy among various groups; and means to address such disadvantage.Trade Review'This edited text emphasizes an important contemporary theme. Increasingly, literacy is being associated with aspects of advantage and disadvantage, social inclusion and social exclusion. All the authors explore interesting and pertinent areas and this book makes a valuable contribution to the field.' Professor Barbara Fawcett, University of Sydney 'Its ten chapters draw on the authoritative research and field experience of significant thinkers in literacy education and welfare, each one of whom in turn draws on other well-respected data to support a compelling case for the closer articulation of the two fields.' Associate Professor Kristina Love, University of MelbourneTable of ContentsChapter 1. Frances Christie and Alyson Simpson: Literacy and Social Responsibility Chapter 2. Frances Christie: Literacy as a Theme in Educational Theory and in Policy Chapter 3. Alyson Simpson and Maureen Walsh (Australian Catholic University): Multiple Literacies: Implications for Changed Pedagogy Chapter 4. Peter Freebody (University of Sydney): Socially Responsible Literacy Education: Towards an 'Organic Relation' to our Place and Time Chapter 5. Robyn Ewing (University of Sydney): Literacy and the Arts Chapter 6. Tony Vinson (University of Sydney): The Social Context of Literacy Acquisition: Achieving Good Beginnings Chapter 7. Father Chris Riley (CEO, Youth Off the Streets Program) and Karelynne Randall (Youth Off the Streets Program): The Experience of Youth Off the Streets Chapter 8. David Rose (University of Sydney): Beating Educational Inequality with an Integrated Reading Pedagogy Chapter 9. Denise Lynch (University of Sydney): Enhancing Literacy Education for Refugee Children Chapter 10. Frances Christie and Alyson Simpson: Envoi
£67.50
John Wiley & Sons Inc Overcoming Dyslexia: A Practical Handbook for the
Book SynopsisThe first edition of this highly successful book received praise from many practioners in the field of language and learning difficulties. "Any practioner with an interest in the acquisition of literacy who takes the time to study Overcoming Dyslexia in some detail...will gain fresh insights iinto how they might approach the teaching of reading and spelling." --British Journal of Special Education The second edition of this practical book has been richly nourished by the experience of teachers and pupils usiing the first edition in the classroom. The authors have created new links between multisensory learning and the National Literacy Strategy and have applied these to the National Literacy Framework and the structure of the Literacy Hour. Part one gives an informative account of ther development of literacy skills and the barriers to learning for the dyslexic learner. Part two, 'Skills in Action,' provides a clear route to the development of Individual Education Plans, and will appeal to SENCOs and teachers and assistants working with the updated Code of Practice, providing additional support at school level and 'School Action Plus.' Part three, 'The Step by Step Programme,' details a systematic approach to learning letter sounds and high frequency words that can be used as part of a specialist programme or within the Literacy Hour.Trade Review"Any practitioner with an interest in the acquisition of literacy who takes the time to study 'Overcoming Dyslexia' in some detail... will gain fresh insights into how they might approach the teaching of reading and spelling." British Journal of Special EducationTable of ContentsPreface. Background. Language and Literacy. The Dyslexic Learner. The Development of Literacy Skills. Phonological Awareness. Teaching Reading. Skills Into Action. Assessment. A Whole Language Approach to Reading and writing. Developing Phonological Awareness. The Alphabet. A Structured approach. The Step-by-step Programme. Moving Through Section 1. Moving through Section 2. Resources. References. Index.
£43.65
John Wiley & Sons Inc Dyslexia and Literacy: A Tribute to Ingvar
Book SynopsisReading and writing skills were once confined to only a few people. Today, a person facing problems with acquiring literacy skills will run the risk of being excluded from fully participating in society New information tends to imply even more demands on mastering reading and writing than ever before. Dyslexia was used early as a descriptive term for characterising problems of reading and writing. Since the introduction of the term, research has made impressive progress and interdisciplinary fields have been created including social studies, behavioural studies, biology, education and remediation. Above all, dyslexia research has taken a step from being descriptive to suggesting theoretical models for explaining the empirical phenomena observed. This book presents contributions from some of the world leading researchers on these issues in honour of one of the main scholars in the field, Professor Ingvar Lundberg.Table of ContentsBeyond Literacy, Earland Hjelmquist. Dyslexia - how it Started and some of The Steps on The way Toward The Present, Curt von Euler. Literacy in the Past Millennium, David R. Olson. Reading Disabilities Among Very low Birth weight Children - Implications for Using Different Exclusion Criteria in defining Dyslexia, Stefan Samuelsson. Word Recognition - The Impact of phonological and Orthoraphic Components, Torleiv Hoien. Components of Reading comprehension as Predictors of Educational Achievement, Carsten Elbro and Elisabeth Arnbak. Shadows Over Phonological Training - Resistant Learners and dissipating Gains, Pekka Niemi and Elisa Posliparta. Phoneme Awareness and reading - From The old to The new Millennium, Richard K. Olson. The Reading rate Deficit of German Dyslexic Children has Little to do With Surface dyslexia, Heinz Wimmer and Heinz Mayringer. Phonological Processing in Learning to Read Chinese - in Search of a Framework, Che Kan Leong and Li Hai Tan. Persistence of Phonological Deficits 20 Years Later on - a Revisit of Lundberg's Sample of Poor Readers, Ake Olofsson. Neuromagnetic Correlates of impaired Reading in Developmental Dyslexia, Paivi Helenius and Riita Salmelin. Culture, Brain and Dyslexia, Uta Firth. The Role of Genetic in Understanding memory, Lars-goran Nilsson. Twenty Five Years of Reading Research as a Basis for Prediction of Future Development, Ingvar Lundberg.
£52.20
John Wiley & Sons Inc Early Reading Development and Dyslexia
Book SynopsisEarly Reading Development and Dyslexia focuses on how children learn to read and on the difficulties some children have in acquiring this important skill. It concentrates specifically on the very beginning stages of reading development - that is, in the 4-7 year age group. This book begins by considering current ideas about how young children begin to acquire reading skills, and draws particularly on research that focuses on the language abilities that they need to have in place in order to facilitate early reading. The link between phonological abilities and the acquisition of letter knowledge is especially strongly highlighted, but attention is also paid to other reading-related language skills and to the role that parents and teachers play in promoting good early reading development. Later chapters focus on the importance of early identification of reading problems through screening and assessment procedures. Effective teaching of beginning reading skills within the classroom is discussed, prior to a review of current specialist teaching methods designed to improve reading progress in early-diagnosed young dyslexic children.Table of ContentsPreface. Introduction. Phonology. Reading and Alphabetic Principle. Reading, Verbal Memory and Naming Skills. Phonological Difficulties and reading Failure. A Case Study. Risk Factors. Protective Influences and compensatory Strategies. Phonological Deficits in Dyslexia. Children at Risk of Dyslexia. Screening for Early Reading Failure. Preventing Reading Failure. A Model for The Assessment of Reading Impairment in Young Children. Teaching young Dyslexic Children. Assessing and Teaching The Young Poor Reader. Four case Studies. Questions We Still Have to Answer. Index.
£45.55
John Wiley & Sons Inc Dyslexia and Stress
Book SynopsisThough a good deal is known about the remediation of dyslexics of all ages, there is growing awareness among teachers and others that there is much more to their work that teaching literacy skills. Most of us experience stress at some point in our lives, but experience suggests that dyslexics are particularly vulnerable to it. This book presents documented evidence on the subject. The second edition has been substantially rewritten and contains contributions from both dyslexics and non-dyslexics. Many of the contributors to the first edition have substantially rewritten their original chapters. Among the new contributors are Morag Kiziewicz, herself dyslexic and a learning support manager at the University of Bath; Michael Lea, a professional musician; and Julian Cox, who, in the editor' s view, was unjustly convicted of murder by the courts when the whole event leading to this was a tragic accident brought about by his disabilities. All describe the ways in which dyslexia has influenced their lives. There are also chapters by Lindsay Peer, who writes from her standpoint as education office of the British Dyslexia Association and Melanie Jameson, who is advisor to the Adult Dyslexia organization and speaks of the way dyslexics' stresses in the lawcourts sometimes lead to serious miscarriages of justice.Table of ContentsLetter From a Mother, Karen Dodd. Stress Factors in Early Education, Patience Thomson Stress Factors in Adolescence, Steve Chinn. Stress Factors in the College Student, Dorothy Gilroy. Deadlines - Collision, Confusion, collapse, Morag Kiziewicz. Stress Factors in The Workplace, Gerald Hales. Dyslexia and The Law, Melanie Jameson. Stress Factors in Gifted Dyslexic children, Peter Congdon. Stress Factors Within The Family, Roger Saunders. Stress - The Hidden Side of Dyslexia, Lindsay Peer. Living With Dyslexia - a personal Account, Dave Alexander. Disruptive Dyslexic Cycle of Stress, Joy Aldridge. Dyslexia Without Stress, Michael Newby. The Positive and The negative, Brother Matthew Sasse. A Letter, Sheena Harrison. I am a Singer, Janet Coker. How Dyslexia has Affected my Life, Brenda Millward. The Stresses of a Dyslexic Professional Musician, Michael Lea. The Stresses of a Dyslexic entrepreneur, Julian Cox. Individual Case Studies and Recent Research, Angela Fawcett. Some Final Thoughts, Tim Miles.
£44.60
John Wiley & Sons Inc Reading Development and Dyslexia
Book SynopsisExplanations of reading disorders need to be framed in terms of theories of the normal development of reading and spelling. This collection of papers, based on a selection of those to be presented to the Third International Conference of the British Dyslexia Association, in April 1994, brings together studies of dyslexia and normal reading development. Key topics include the role of underlying language skills for the development of reading and reading disorders, individual differences amongst dyslexic readers, the biological bases of dyslexia, and techniques for improving reading skills in dyslexic and other poor readers.Table of ContentsThe Normal Development of Reading Skills. The Nature and Causes of reading Difficulties. The Remediation of Reading Difficulties.
£56.00
Caslon, Inc. Teaching Cognates/Cognados Through Picture Books:
Book Synopsis
£35.96
Brookes Publishing Co Biliterate Writing from the Start: The Literacy
Book SynopsisDeveloped by highly respected experts through nearly two decades of research, this book shows bilingual educators how to use the Literacy Squared model to design effective writing instruction that places Spanish and English side by side. Focusing on emerging bilinguals in Grades K–5, this research-based guide supports educators through every step of planning and implementing biliterate writing instruction and monitoring student progress. Educators will learn proven strategies for teaching writing in tandem with other language arts skills, and they’ll get an invaluable Literacy Squared Writing Rubric to help them assess children’s developing writing in both Spanish and English.A must for teachers, administrators, and leadership teams, this book prepares readers to deliver high-quality bilingual writing instruction—starting from the earliest years of school.BILINGUAL EDUCATORS WILL: Discover how an asset-based approach to biliterate writing helps students’ skills flourish in both languages Make cross-language connections to help students connect what they know in one language with what they’re learning in another Learn how and why explicit teaching of oracy enhances writing development in both Spanish and English Learn about a highly effective strategy for helping students develop cross-language metalinguistic awareness Get practical, grade-specific guidance for nurturing biliterate writing in kindergarten, Grades 1–2, and Grades 3–5 Link writing standards to Social Justice Standards to help students problem solve, think critically, and advocate for positive change PRACTICAL MATERIALS: In each chapter, Key Terms, Guiding Questions, and Reflection and Action Questions help readers retain important points and put their new knowledge into practice. Educators will also get sample biliteracy units, student work examples, and lessons from real classrooms to guide their writing instruction.Table of Contents About the Download About the Authors Foreword Allison BriceÑo, Ed.D. Acknowledgments Chapter 1: Literacy Squared, and Why We Need to Focus on Biliterate Writing Chapter 2: The Role of Oracy and Writing in Teaching Foundational Skills Chapter 3: TheDictado Method for Writing Instruction Chapter 4: Nurturing Biliteracy in Emerging Writers in Kindergarten Chapter 5: Cultivating Biliterate Writing in Grades 1 and 2 Chapter 6: Developing Biliteracy via Genre Studies in Grades 3–5: Biography Chapter 7: Furthering Biliteracy via Genre Studies in Grades 3–5: Social Justice Questions for Reflection and Action Glossary References Index
£33.96
Springer Verlag, Singapore Intersections of Diversity, Literacy, and Learner
Book SynopsisThis book invites readers to challenge, corroborate, and add to the discourse on more inclusive pedagogical practice. Presenting theoretically and empirically informed research, it highlights potential considerations regarding the intersections of diversity, literacy, and learner difficulties. These three areas provide a stage where opposing paradigms often pose challenges for educators and create unnecessary barriers to providing the best education for all learners. These barriers might reveal how students are positioned through a deficit lens rather than one that recognizes individual differences and how these learner differences sometimes result in labels or put students at increased risk of encountering difficulties. The contributing authors’ goals are to start and sustain a conversation that examines these perspectives and to offer counter-narratives to the deficit lens by recognizing that individual difference does not need to be a barrier to educational access. By examining opportunities for more inclusive educational success, this book encourages discourse among key stakeholders; further, it goes beyond problematizing to offer new avenues for optimal learning and inclusive pedagogy across multiple contexts.Table of Contents1. Premise of the Book: Considering Learner Difference and Literacy.- Section I Literacy Contexts: A Matter of Difference.- 2. “I’m Writing to Teach Those Who Do Not Know”: Making the Case for Inclusive Pedagogy that Values Difference and Capitalizes on Students’ Expertise.- 3. Collaboration in career and technical education to support all learners: Reflections and practices from the field.- 4. Effective planning and revising strategies for meeting the needs of students with learning difficulties and literacy needs.- 5. (Re)Framing Difficulty: ELLs and Literacy Instruction.- 6. Listen to their Voices: Early childhood Professionals Reflect on their Experiences Teaching Language Skills to Young Children.- 7. Stories of Teaching (and Learning how to Teach) Literacy to Diverse Learners in a Language Classroom.- Section II It’s Personal: Advocacy and Action.- 8. Learner Differences and Second Language Learning: A Post-Colonial Perspective.- 9. The Construction of Literacy Identity: Alice’s Story.- 10. An Ecological Examination of “Literacies”: A Mother’s Journey.- Section III Moving Forward & Building Bridges.- 11. Constructing Successful School Models for Inclusive Literacy: Supporting Student Success Through Strategic Instruction in Diverse Settings.- 12. Moving all up at Sireira Moderna Academy.- 13. Final Thoughts: Conversations, Intersections, and Education for All: Where to?.- Afterword.
£85.49
Information Age Publishing How to End the Reading War and Serve the Literacy
Book SynopsisThe twenty-first century Reading War is, in fact, nothing new, but some of the details are unique to our current culture driven by social media. This volume seeks to examine the current Reading War in the context of the historical recurrence of public and political debates around student reading abilities and achievement.Grounded in a media fascination with the "science of reading" and fueled by a rise in advocates for students with dyslexia, the current Reading War has resulted in some deeply troubling reading policy, grade retention and intensive phonics programs.This primer for parents, policy makers, and people who care confronts some of the most compelling but misunderstood aspects of teaching reading in the U.S. while also offering a way toward ending the Reading War in order to serve all students, regardless of their needs.The revised/expanded 2nd edition adds developments around the "science of reading," including the expanding impact on state policy and legislation as well as robust additions to the research base around teaching students to read.
£48.45
Information Age Publishing How to End the Reading War and Serve the Literacy
Book SynopsisThe twenty-first century Reading War is, in fact, nothing new, but some of the details are unique to our current culture driven by social media. This volume seeks to examine the current Reading War in the context of the historical recurrence of public and political debates around student reading abilities and achievement.Grounded in a media fascination with the "science of reading" and fueled by a rise in advocates for students with dyslexia, the current Reading War has resulted in some deeply troubling reading policy, grade retention and intensive phonics programs.This primer for parents, policy makers, and people who care confronts some of the most compelling but misunderstood aspects of teaching reading in the U.S. while also offering a way toward ending the Reading War in order to serve all students, regardless of their needs.The revised/expanded 2nd edition adds developments around the "science of reading," including the expanding impact on state policy and legislation as well as robust additions to the research base around teaching students to read.
£86.70
Information Age Publishing Toward Critical Multimodality: Theory, Research,
Book SynopsisThis edited volume seeks to answer the question, "What does it mean to be a critical multimodal scholar in educational spaces?" Toward Critical Multimodality highlights how choices made throughout multimodal design and research processes are critically-oriented and inextricably linked to power. We show how social semiotics and multimodality inform engagement with criticality in educational spaces through questioning dominant narratives (e.g., white, cisheteropatriarchal, ableist, classist perspectives), exploring relationships between selves and space, problematizing and reimagining educational practices, and dreaming of educational futures that are just, anti-oppressive, and with room for all to thrive while learning.These chapters demonstrate how studying multiple modalities in interaction (e.g., image, writing, color, spatial layout, gaze, proxemics, gestures) can reveal how power operates, provide students with opportunities to explore themselves and their identities with respect to power, and provide a vehicle for scholars to disrupt and transform oppressive educational practices. Furthermore, multiple chapters show alternative ways to display, construct and share knowledge as transformative pedagogical practice in learning environments. We reframe social semiotics and multimodality as an integral part of decentering dominant ideas of power and what "counts" as purposeful meaning making by highlighting how criticality and multimodality integrate theoretically and methodologically.
£54.15
Information Age Publishing Toward Critical Multimodality: Theory, Research,
Book SynopsisThis edited volume seeks to answer the question, "What does it mean to be a critical multimodal scholar in educational spaces?" Toward Critical Multimodality highlights how choices made throughout multimodal design and research processes are critically-oriented and inextricably linked to power. We show how social semiotics and multimodality inform engagement with criticality in educational spaces through questioning dominant narratives (e.g., white, cisheteropatriarchal, ableist, classist perspectives), exploring relationships between selves and space, problematizing and reimagining educational practices, and dreaming of educational futures that are just, anti-oppressive, and with room for all to thrive while learning.These chapters demonstrate how studying multiple modalities in interaction (e.g., image, writing, color, spatial layout, gaze, proxemics, gestures) can reveal how power operates, provide students with opportunities to explore themselves and their identities with respect to power, and provide a vehicle for scholars to disrupt and transform oppressive educational practices. Furthermore, multiple chapters show alternative ways to display, construct and share knowledge as transformative pedagogical practice in learning environments. We reframe social semiotics and multimodality as an integral part of decentering dominant ideas of power and what "counts" as purposeful meaning making by highlighting how criticality and multimodality integrate theoretically and methodologically.
£91.80
Information Age Publishing Visual Literacy in the K-12 Social Studies
Book SynopsisVisual Literacy in the K-12 Social Studies Classroom is an engaging resource that unites pedagogical theory and practical strategies, empowering teachers to foster critical thinking and cultural awareness among students through the interpretation and creation of visual content. Packed with a variety of visual tools, resources, teacher-tested lesson plans, and more, this book showcases the power of leveraging visual literacy to craft authentic and meaningful social studies learning experiences that resonate with learners of all ages.
£48.45
Information Age Publishing Visual Literacy in the K-12 Social Studies
Book SynopsisVisual Literacy in the K-12 Social Studies Classroom is an engaging resource that unites pedagogical theory and practical strategies, empowering teachers to foster critical thinking and cultural awareness among students through the interpretation and creation of visual content. Packed with a variety of visual tools, resources, teacher-tested lesson plans, and more, this book showcases the power of leveraging visual literacy to craft authentic and meaningful social studies learning experiences that resonate with learners of all ages.
£86.70
Arco Libros - La Muralla, S.L. La lectura en la Espaa contempornea
Book Synopsis
£8.67
Taylor & Francis Ltd Transnational Literacy Autobiographies as Translingual Writing
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£128.25
Taylor & Francis Transnational Literacy Autobiographies as Translingual Writing
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£39.99
Taylor & Francis Ltd Researching Interpretive Talk Around Literary Narrative Texts Shared Novel Reading Routledge Studies in Applied Linguistics
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Taylor & Francis Ltd Women in Social Semiotics and SFL
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Taylor & Francis Ltd Researching Protest Literacies Literacy as Protest in the Favelas of Rio de Janeiro Routledge Research in Literacy
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Taylor & Francis Promoting Academic Readiness for African American Males with Dyslexia Implications for Preschool to Elementary School Teaching Routledge Research in Educational Equality and Diversity
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Taylor & Francis Ltd Leading Dynamic Information Literacy Programs
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Taylor & Francis Ltd Arabic Writing in the Digital Age
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Taylor & Francis Ltd Researching Interpretive Talk Around Literary Narrative Texts
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Taylor & Francis Ltd Researching Protest Literacies
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Taylor & Francis Ltd Corpus Linguistics for Writing Development
Book SynopsisCorpus Linguistics for Writing Development provides a practical introduction to using corpora in the study of first and second language learners' written language over time and across different levels of proficiency. Focusing on development in the use of vocabulary, formulaic language, and grammar, this book discusses how corpus research can contribute to our understanding of writing development and to pedagogical practice; reviews a range of corpus techniques for studying writing development from the perspectives of vocabulary, grammar, and formulaic language and interrogates the methodological bases of those techniques; and guides readers to perform practical analyses of learner writing using the R open-source programming language.Aimed at the novice researcher, this book will be key reading for advanced undergraduate and postgraduate students in the fields of education, language, and linguistics. It will be of particular interest to those inteTable of ContentsTable of ContentsPart One: FoundationsChapter 1. Studying Writing Development with a Corpus1. Introduction2. Using a corpus to study writing development3. How does writing development relate to vocabulary, grammar, formulaic language?4. Outline of the bookChapter 2. Learner Corpus Analysis in Practice: Some Basics1. Introduction2. Some housekeeping: getting your computer ready3. Getting to know R and RStudio3.1 Introduction: why learn R?3.2 Entering commands: the Console and Scripts3.3 Functions3.4 Vectors3.5 Getting help4. Some fundamentals of corpus research: encoding, markup, annotation, and metadata5. Corpora used in this book6. Automatically annotating your corpus for part of speech and syntactic relationships6.1 Introduction6.2 Make sure you have the required software6.3 Prepare the corpus for parsing6.4 Make a list of the files you want to process6.5 Run the CoreNLP pipeline7. ConclusionPart Two: Studying Vocabulary in Writing DevelopmentChapter 3. Understanding Vocabulary in Learner Writing1. Introduction2. Theorizing development in vocabulary2.1 Introduction2.2 Breadth, depth, and fluency2.3 Aspects of word knowledge3. Measures of vocabulary development3.1 Introduction3.2 Lexical diversity3.3 Lexical sophistication3.3.1 Word length3.3.2 Word frequency3.3.3 Register-based measures3.3.4. Contextual distinctiveness3.3.5 Semantic measures3.3.6 Psycholinguistic measures4. Complicating factors4.1 Introduction4.2 What is a ‘word’?4.2.1 Defining words4.2.2 Defining word tokens4.2.3 Defining word types4.3 Choosing a suitable reference corpus4.4 Relationships between measures of diversity and sophistication4.5 Vocabulary knowledge depth5. Conclusion6. Taking it furtherChapter 4. Vocabulary Research in Practice: Diversity and Academic Vocabulary1. Introduction2. Measuring vocabulary diversity2.1 Getting the metadata and corpus filenames2.2: Generating CTTR scores2.3 Recording the results2.4 Analysing vocabulary diversity3. Studying academic vocabulary3.1 Preparing the list of academic vocabulary3.2 Converting the parsed corpus to an easier-to-use format3.3 Identifying AVL words in the learner corpus3.4 Visualizing variation in measures3.5 Investigating the patterns4. ConclusionPart Three: Studying Grammar in Writing DevelopmentChapter 5. Understanding Grammar in Learner Writing1. Introduction2. Studying development through grammar2.1 Models of grammar2.2 Selecting and interpreting grammatical features3. Approaches to grammatical development3.1 Varieties of grammatical approaches3.2 Development in grammatical complexity3.3 Multi-dimensional analysis3.4 Usage-based models of development4. Conclusion5. Taking it furtherChapter 6. Grammar Research in Practice: Evaluating Parser Accuracy1. Introduction2. Reading a parsed corpus3. Accuracy evaluation and fixtagging: an introduction4. Accuracy evaluation and fixtagging: a worked example4.1 Hand-annotating a sample of texts4.2 Getting metadata and filenames4.3 Identifying and counting adjectives4.4 Identifying true positives, false positives, and false negatives4.5 Calculating precision and recall4.6 Identifying matches and differences in hand vs. computer parses4.7 Identifying and fixing parsing errors5. Tracing development in a grammatical feature5.1 Counting a feature in texts5.2 Visualizing variation across learner groups6. ConclusionPart Four: Studying Formulaic Language in Writing DevelopmentChapter 7. Understanding Formulaic Language in Learner Writing1. Introduction2. Defining formulaic language3. How can we study formulaic language in a corpus?3.1 A frequency-based approach to studying formulaic language3.2 Lexical bundles3.3 Collocations4. Conclusion5. Taking it furtherChapter 8. Formulaic Language Research in Practice: Academic Collocations1. Introduction2. Identifying collocations in a reference corpus2.1 Editing the parsed corpus2.2 Identifying lemmas and verb + noun combinations2.3 Identifying collocations3. Quantifying the use of academic collocations across learner groups3.1 Preparing the learner corpus3.2 Identifying academic collocations in the learner corpus3.3 Understanding use of academic collocations across levels4. Conclusion
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Taylor & Francis Ltd Corpus Linguistics for Writing Development
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Taylor & Francis Ltd Conducting SecondLanguage Reading Research
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Taylor & Francis Ltd Conducting SecondLanguage Reading Research
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Taylor & Francis Ltd The Sociocultural Functions of Edwardian Book Inscriptions
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Taylor & Francis Ltd Reading Images for Knowledge Building
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Taylor & Francis Ltd Reading Picture Books with Infants and Toddlers
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Taylor & Francis Learning to Write
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Taylor & Francis Ltd Before Writing Rethinking the Paths to Literacy
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Taylor & Francis Ltd Improving Literacy in the Primary School
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Taylor & Francis Ltd Page to Screen Taking Literacy into the Electronic Era
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Taylor & Francis Ltd Page to Screen Taking Literacy into the Electronic Era
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