Australian Journal of Remedial Education
Author | : |
Publisher | : |
Total Pages | : 370 |
Release | : 1986 |
Genre | : Remedial teaching |
ISBN | : |
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Author | : |
Publisher | : |
Total Pages | : 370 |
Release | : 1986 |
Genre | : Remedial teaching |
ISBN | : |
Author | : |
Publisher | : National Library Australia |
Total Pages | : 1098 |
Release | : |
Genre | : |
ISBN | : |
Author | : Peter Westwood |
Publisher | : Routledge |
Total Pages | : 146 |
Release | : 2012-11-12 |
Genre | : Education |
ISBN | : 1136604332 |
First Published in 2005. All teachers recognise how crucial is the acquisition of good reading skills. This book will help teachers understand how pupils learn and will help them to meet those pupils' different needs through appropriate intervention. It includes: Clear explanation of different learning difficulties; Guidelines on types of assessment; Advice on how to select the best type of intervention and support. For teachers, TAs, Numeracy Co-ordinators and SENCOs.
Author | : Peter S. Westwood |
Publisher | : Aust Council for Ed Research |
Total Pages | : 146 |
Release | : 2001 |
Genre | : Education |
ISBN | : 086431390X |
This book is a guide to teaching reading more effectively to a wide range of children. It presents various research-supported approaches to teaching, explains why learning problems sometimes occur, and what can be done to prevent or overcome these difficulties.-- back cover, ed.
Author | : Peter S. Westwood |
Publisher | : Psychology Press |
Total Pages | : 502 |
Release | : 1997 |
Genre | : Children with disabilities |
ISBN | : 0415156238 |
This is a book that should be required reading for all Secretaries of State for Education. It was easy to read and ought to find a place in as many staff libraries as possible." Education Review
Author | : Peter Westwood |
Publisher | : Routledge |
Total Pages | : 281 |
Release | : 2013-05-24 |
Genre | : Education |
ISBN | : 1136774416 |
This book supports inclusive practice by examining learning difficulties within the context of how humans learn and how teaching can create or prevent problems. It includes: a detailed look at different perspectives on human learning practical teaching approaches grounded in sound theory information on moderate to sever difficulties in literacy and numeracy. This is an essential reference for SENCOs, staff working as part of a support unit or in special schools, LEA advisers, teachers and TAs.
Author | : Peter Westwood |
Publisher | : Routledge |
Total Pages | : 101 |
Release | : 2018-12-07 |
Genre | : Education |
ISBN | : 1134019130 |
First Published in 2005. Provides a comprehensive and up-to-date overview of the teaching and learning of spelling and helps students develop and improve their spelling skills. The assessment section in the second half of the text will enable teachers to determine and assess the individual's progress and instructional needs in spelling.
Author | : S.F. Wright |
Publisher | : Elsevier |
Total Pages | : 671 |
Release | : 2013-10-22 |
Genre | : Education |
ISBN | : 1483291553 |
Developmental Dyslexia has been a subject of interest to practitioners for more than a century. Despite its long research history, however, dyslexia (the terms specific reading disability, reading disability and learning disability are also used interchangeably in this volume) still provides a challenge for contemporary cognitive psychology, education, neurology and physiology. By bringing together contributions from researchers and scholars working in a wide range of fields and perspectives, it is hoped that this publication will offer a means of considering different facets of dyslexia, and enable a greater understanding of reading disorders and their remediation to emerge. The book is divided into eight major sections, the focus in each section being on a different facet of dyslexia. It is hoped this framework enables the reader to assimilate the wide range of pure and applied research and even give rise to a new perspective for the understanding of dyslexia.
Author | : Robert A. Cummins |
Publisher | : Routledge |
Total Pages | : 446 |
Release | : 2018-10-03 |
Genre | : Psychology |
ISBN | : 0429954077 |
For the 25 years before publication a form of therapy known as the ‘Doman-Delacato Techniques’ had been applied to children with disabilities. The therapy originated from the work of Glen Doman and Carl Delacato who established the Institutes for the Achievement of Human Potential in Philadelphia. The institutes claim to be able to treat a wide range of disabilities, and their best known technique is called ‘Patterning’ and is prescribed for children who have no capacity for voluntary movement. Yet many professional bodies and associations have denounced the approach as overly-expensive, ineffective, creating false hopes, being destructive to family life and based on false theoretical assumptions. Originally published in 1988, this book was the first to offer a detailed analysis and critique of the Doman-Delacato approach. The author draws on data from evolution, neuroanatomy and neurophysiology to challenge its theoretical assumptions. He shows that there is no sound scientific basis to the techniques. Any improvements in a child's condition can be attributed to the increased energy and attention given to that child, rather than the content of the programme. At the same time parents become emotionally ransomed and deluded by false expectations. Written in a style that will be accessible to non-specialists, the book is an important work for both parents and professionals concerned with the welfare of neurologically-impaired children.
Author | : Michael L. Kamil |
Publisher | : Routledge |
Total Pages | : 1438 |
Release | : 2016-11-18 |
Genre | : Education |
ISBN | : 1351779583 |
In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.