Becoming Literate
Author: Marie M. Clay
Publisher: Heinemann Educational Books
Published: 1991
Total Pages: 380
ISBN-13:
DOWNLOAD EBOOKGrade level: 1, 2, 3, k, e, p, t.
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Becoming Literate: the Construction of Inner Control
Author: Marie M. Clay
Publisher:
Published: 2015-01-01
Total Pages: 366
ISBN-13: 9781407160078
DOWNLOAD EBOOKA fascinating study into the first years of literacy instruction. Marie Clay explores the underlying competencies required for successful reading and argues for the importance of inner strategic control in developing readers.
A Practical Guide to Teaching Reading in the Early Years
Author: Ann Browne
Publisher: SAGE
Published: 1998-09-28
Total Pages: 196
ISBN-13: 9781853964008
DOWNLOAD EBOOK`This is a clear, jargon-free analysis of current national curriculum and national literacy strategy documents, combined with sensible and creative suggestions for implementing them.... the activities are imaginative, consistent and true to the author's ideal of a full and empowering critical literacy for all children' - Times Educational Supplement, Friday Magazine A Practical Guide to Teaching Reading in the Early Years meets the needs of student teachers on undergraduate and postgraduate teachers training courses. It addresses the English National Curriculum for Teacher Training as well as covering the curriculum requirements for young children. It will also be relevant
Reading Recovery
Author: Marie M. Clay
Publisher:
Published: 1994
Total Pages: 0
ISBN-13: 9780435087647
DOWNLOAD EBOOKLiteracy Lessons Designed for Individuals
Author: Marie M. Clay
Publisher:
Published: 2016-07-07
Total Pages: 256
ISBN-13: 9781407168951
DOWNLOAD EBOOKPart of the highly successful early intervention programme Reading Recovery for children experiencing reading and writing difficulties. Literacy Lessons: Designed for Individuals, in two parts, provides administrators and specially-trained teachers with guidance for managing Reading Recovery. It answers the questions of Why?, When? and How? individual literacy lessons for young children at risk can be highly successful. This edition contains both Part One and Part Two (previously published in separate volumes). Part One helps practitioners to understand the latest theory and research surrounding Reading Recovery around the globe, giving insight into the importance of teacher-child conversation and exploring the relevance of phonemic awareness, spelling, phrasing and fluency in written language. Part Two is an essential resource to aid teaching of the Reading Recovery programme and is the perfect training manual for practising teachers.
Unlocking Literacy
Author: Robert Fisher
Publisher: Routledge
Published: 2013-05-13
Total Pages: 300
ISBN-13: 1135056498
DOWNLOAD EBOOKAn edited collection describing key issues in supporting literacy development, this book helps to 'unlock' the mysteries behind helping children learn to read, write, speak and listen. It explores ways to help children develop their skills in literacy, thinking and learning, and shows how literacy teaching can be used creatively and imaginatively with children of all ages and abilities. The new edition of this well-known text: reflects the importance of creativity and the new Primary Strategy offers approaches to teaching literacy that accord with and beyond the literacy hour includes coverage of the Foundation Stage curriculum in every chapter covers the inclusion agenda and supporting EAL pupils highlights the importance of popular culture and visual literacy in children's lives. Interweaving pedagogy with theory and practical suggestions, this book is firmly based in classroom and academic research to support both trainee and practising teacher in the realities of teaching and learning in literacy.
Curriculum Windows
Author: Thomas S. Poetter
Publisher: IAP
Published: 2013-09-01
Total Pages: 338
ISBN-13: 1623963907
DOWNLOAD EBOOKCurriculum Windows: What Curriculum Theorists of the 1960s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1960s in contemporary terms. The authors explore how key books/authors from the curriculum field of the 1960s illuminate new possibilities forward for us as scholareducators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 1960s still resonate with us, allow us to see backward in time and forward in time – all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The chapter authors and editor revisit and interpret several of the most important works of the 1960s by Louise Berman, Jerome Bruner, WEB DuBois, Elliot Eisner, John Goodlad, James Herndon, John Holt, Philip Jackson, Herb Kohl, Robert Mager, A.S. Neill, Philip Phenix, Neil Postman. Joseph Schwab, Hilda Taba, and Sidney Walton. The book's Foreword is by renowned curriculum theorist William H. Schubert.
Literacy Matters
Author: Mary Kalantzis
Publisher: Common Ground
Published: 2001
Total Pages: 219
ISBN-13: 1863350535
DOWNLOAD EBOOKExploration of the ways in which literacy and its teaching has changed to reflect a new diversity of racial, social, cultural and linguistic backgrounds. Contributors explore the emergence of 'multiliteracies': from the more broad perspectives of policy implications to specific case studies in classroom and home settings. Simultaneously published in paperback and downloadable PDF format. Includes notes on contributors and references.
Language, Literacy, and Cognitive Development
Author: Eric Amsel
Publisher: Psychology Press
Published: 2002-12-01
Total Pages: 308
ISBN-13: 1135661510
DOWNLOAD EBOOKLanguage, Literacy, and Cognitive Development addresses the impact of language and literacy on cognitive development. Top researchers examine the cognitive significance of the growth in children's ability to express themselves symbolically, whether that involves communicating linguistically, mathematically, logically, or through some other symbol system expressed in speech, gesture, notations, or some other means. The book contributes to refining and answering questions regarding the nature, origin, and development of symbolic communication in all its forms, and their consequences for the cognitive development of the younger child at home and the older child at school.
Reclaiming Literacies as Meaning Making
Author: Kathryn Whitmore
Publisher: Routledge
Published: 2020-04-15
Total Pages: 284
ISBN-13: 0429632657
DOWNLOAD EBOOKWhitmore and Meyer bring together top literacy scholars from around the world to introduce the concept of manifestations: evidence of meaning making in literacy events, practices, processes, products, and thinking. Manifestation are windows into literacy identities, and serve as affective and sociocultural signifiers of learners’ understanding at a point in time and in a specific context. The volume reclaims progressive spaces for understanding reading, writing, drawing, speaking, playing, and other literacies. It grounds manifestations of literacies in the discourse of meaning making and demonstrates how literacy learners and educators are active agents in this complex, social, political, emotional, and multimodal process. Ideal for preservice teachers, graduate students, and researchers in literacy education, this book shifts the conversation away from treating literacies as acquired commodities and illustrates how educators engage with learners to deepen understanding of literacy learners’ experiences. Organized by five pillars of literacy—teaching, learning, language, curriculum, and sociocultural contexts—each section covers critical and cutting-edge topics and offers examples, tools, and strategies for research and practical applications in diverse classroom settings. Each chapter includes a range of examples and is followed by a short, complementary reading extension to engage the reader.
