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| Author | : Elene S. Demos |
| Publisher | : |
| Total Pages | : 230 |
| Release | : 1977 |
| Genre | : Reading (Elementary) |
| ISBN | : |
| Author | : |
| Publisher | : |
| Total Pages | : 380 |
| Release | : 1998 |
| Genre | : Education |
| ISBN | : |
| Author | : Horace G Gordon |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 1974 |
| Genre | : Reading |
| ISBN | : |
| Author | : Ezekiel Abayomi Abe |
| Publisher | : |
| Total Pages | : 454 |
| Release | : 1982 |
| Genre | : Education, Secondary |
| ISBN | : |
| Author | : Timothy Rasinski |
| Publisher | : MDPI |
| Total Pages | : 146 |
| Release | : 2021-01-21 |
| Genre | : Social Science |
| ISBN | : 3039432680 |
Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
| Author | : |
| Publisher | : |
| Total Pages | : 1280 |
| Release | : 1974 |
| Genre | : Education |
| ISBN | : |
| Author | : Institute of Medicine |
| Publisher | : National Academies Press |
| Total Pages | : 230 |
| Release | : 1996-04-01 |
| Genre | : Medical |
| ISBN | : 0309052920 |
It sounds simple: Women who drink while pregnant may give birth to children with defects, so women should not drink during pregnancy. Yet in the 20 years since it was first described in the medical literature, fetal alcohol syndrome (FAS) has proved to be a stubborn problem, with consequences as serious as those of the more widely publicized "crack babies." This volume discusses FAS and other possibly alcohol-related effects from two broad perspectives: diagnosis and surveillance, and prevention and treatment. In addition, it includes several real-life vignettes of FAS children. The committee examines fundamental concepts for setting diagnostic criteria in general, reviews and updates the diagnostic criteria for FAS and related conditions, and explores current research findings and problems associated with FAS epidemiology and surveillance. In addition, the book describes an integrated multidisciplinary approach to research on the prevention and treatment of FAS. The committee: Discusses levels of preventive intervention. Reviews available data about women and alcohol abuse and treatment among pregnant women. Explores the psychological and behavioral consequences of FAS at different ages. Examines the current state of knowledge about medical and therapeutic interventions, education efforts, and family support programs. This volume will be of special interest to physicians, nurses, mental health practitioners, school and public health officials, policymakers, researchers, educators, and anyone else involved in serving families and children, especially in high risk populations.
| Author | : Lynne V. Feagans |
| Publisher | : Routledge |
| Total Pages | : 282 |
| Release | : 2012-11-12 |
| Genre | : Education |
| ISBN | : 1136468285 |
Although experts agree that various types of learning disabilities do exist, few attempts have been made to classify learning disabled children into subtypes. The editors of this collection feel that the lack of subcategorization has frustrated previous research efforts to obtain a generalizable body of knowledge in the field. To meet this critical need for definitive information, this book presents basic reviews and theoretical approaches used to subtype learning disabled children -- ranging from a behavior genetics approach to a dimensional approach. It also demonstrates actual research methods utilizing theoretical approaches.
| Author | : Sylvia Rockwell |
| Publisher | : Corwin Press |
| Total Pages | : 321 |
| Release | : 2006-09-22 |
| Genre | : Education |
| ISBN | : 1483363856 |
Offering effective methods for teaching appropriate behavior to students who are defiant and disruptive, this book includes real-life teaching anecdotes, research-based strategies, and a unique parent supplement.
| Author | : P. G. Aaron |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 318 |
| Release | : 2012-12-06 |
| Genre | : Psychology |
| ISBN | : 9400910657 |
Even though I had been studying reading problems in children for a number of years as a means of understanding cognitive processes, I became deeply committed to the study of developmental dyslexia after my encounter with S. H. , a dyslexic college student. Until then, dyslexia to me remained an interesting phenomenon but somewhat removed from the mainstream of my research interests. The facts that, in spite of his superior IQ, S. H. could read no better than a child in the fifth grade and misspelled even common words such as was and here, however, took me by surprise and made me appreciate the intriguing and challenging nature of developmental dyslexia. This led to a series of studies of college students with reading disability, a group that is relatively unexplored. The general plan of these investigations was to study a small number of disabled readers at any given time, rather intensively. Even though this approach limits the generalizability of the research findings, it lays bare some of the most interesting facts about dyslexia which are obscured in large-scale statistical studies. These studies have now extended well over a decade and are still continuing. As soon as these studies were started, it became obvious that not all reading-disabled college students are alike and that disabled readers could be classified into three broad categories: those with poor decod ing skill, those with poor comprehension ability, and those with a combination of these two deficits.
