Comprehension Quarterly Grade 4 3
Author | : Rigby |
Publisher | : |
Total Pages | : 132 |
Release | : 2001 |
Genre | : |
ISBN | : 9780757813382 |
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Author | : Rigby |
Publisher | : |
Total Pages | : 132 |
Release | : 2001 |
Genre | : |
ISBN | : 9780757813382 |
Author | : Rigby |
Publisher | : |
Total Pages | : 132 |
Release | : 2001 |
Genre | : |
ISBN | : 9780757813368 |
Author | : National Reading Panel (U.S.) |
Publisher | : |
Total Pages | : 500 |
Release | : 2000 |
Genre | : Reading |
ISBN | : |
Author | : Rigby |
Publisher | : Rigby Education |
Total Pages | : 128 |
Release | : 2001-12-01 |
Genre | : Juvenile Fiction |
ISBN | : 9780757813375 |
Author | : Jeanne Sternlicht Chall |
Publisher | : |
Total Pages | : 312 |
Release | : 1983 |
Genre | : Reading |
ISBN | : |
Author | : National Reading Panel (U.S.) |
Publisher | : |
Total Pages | : 486 |
Release | : 2000 |
Genre | : Reading (Elementary) |
ISBN | : |
Author | : Sheri R. Parris |
Publisher | : Guilford Publications |
Total Pages | : 433 |
Release | : 2015-06-19 |
Genre | : Language Arts & Disciplines |
ISBN | : 1462520812 |
All key issues of research and practice in comprehension instruction are addressed in this highly regarded professional resource and course text. Leading scholars examine the processes that enable students to make meaning from what they read--and how this knowledge can be applied to improve teaching at all grade levels. Best practices for meeting the needs of diverse elementary and secondary students are identified. Essential topics include strategies for comprehending different types of texts, the impact of the Common Core State Standards (CCSS), cutting-edge assessment approaches, and the growing importance of digital genres and multimodal literacies. User-friendly features include end-of-chapter discussion questions. New to This Edition *Incorporates the latest research and instructional practices. *Chapters on the CCSS, critical theory, culturally responsive instruction, and response to intervention. *Chapters on teaching fiction and informational texts in the secondary grades. *Expanded coverage of multimodal literacy learning. *Timely topics such as text complexity, close reading, digital literacies, and neuroscience are discussed in multiple chapters.
Author | : Erika Warecki |
Publisher | : Learning Express (NY) |
Total Pages | : 0 |
Release | : 2002 |
Genre | : Education, Elementary |
ISBN | : 9781576854167 |
Getting Ready for the 4th Grade Assessment Test: Help Improve Your Child’s Math and English Skills – Many parents are expressing a demand for books that will help their children succeed and excel on the fourth grade assessment tests in math and English –especially in areas where children have limited access to computers. This book will help students practice basic math concepts, i.e., number sense and applications as well as more difficult math, such as patterns, functions, and algebra. English skills will include practice in reading comprehension, writing, and vocabulary. Rubrics are included for self-evaluation.
Author | : Clarence Robert Stone |
Publisher | : |
Total Pages | : 338 |
Release | : 1922 |
Genre | : Oral reading |
ISBN | : |
Author | : Steven A. Stahl |
Publisher | : Routledge |
Total Pages | : 433 |
Release | : 2013-04-03 |
Genre | : Education |
ISBN | : 1136481907 |
This book started with a simple idea -- examine models of reading instruction that have emerged during the past 20 years. These models span a wide range of instruction representing a continuum from highly structured, task analytic instruction to child-centered and holistic instruction. Each model has its own epistemology or views on how "reading" and "instruction" are to be defined. The different epistemologies indicate different principles of instruction which, in turn, indicate different practices in the classroom. Each model is also supported by a different research base. In this volume, leading proponents of these different models discuss their ideas about reading instruction thereby encouraging readers to make their own comparisons and contrasts. The chapter authors seem to adopt the editors' eclectic approach--to some greater or lesser extent--incorporating aspects of other models into their instruction as they see other goals. Thus, models of reading instruction are complex. Complicating matters further is the fact that teachers hold their own models of reading, which may or may not be congruent with those discussed here. Although academically developed models influence college preservice and in-service instruction, teachers' own models of reading filter the information that they take from what they learn from these perspectives. By carefully examining these variables, this book makes a firm contribution toward disciplined inquiry into what it means to teach reading.