Reading Reflex

The Foolproof Phono-Graphix Method for Teaching Your Child to Read

Author: Carmen Mcguiness,Geoffrey Mcguiness

Publisher: Simon and Schuster

ISBN: 0684853671

Category: Education

Page: 368

View: 3277

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Describes the reading education system and provides detailed instructions and diagnostic tests for use by parents
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A Sound Approach

Using Phonemic Awareness to Teach Reading and Spelling

Author: Heather A. Kenny,Laura A. Robbins

Publisher: Portage & Main Press

ISBN: 1553793242

Category: Education

Page: 272

View: 761

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A Sound Approach presents a logically sequenced method for teaching reading and spelling using phonemic awareness. The book is based on real classroom experiences, a synthesis of contemporary research, and teacher feedback. This resource provides the knowledge and skills you need to effectively assess and teach crucial reading skills to your beginning and struggling readers. The authors offer: a variety of simple, effective activities that appeal to visual, auditory, and kinesthetic learners engaging, easy-to-follow lesson plans appropriate for whole-class, small-group, or individual instruction that easily fit into a readers-workshop or literacy-centre approach enlightening research-to-practice sidebars that respond to common questions and concerns reproducible assessments, sound cards and word cards, short-vowel cue cards, pictures pages, words-and-pictures pages, story starters, and riddles
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Homefires

The Journal of Homeschooling

Author: N.A

Publisher: N.A

ISBN: N.A

Category: Home schooling

Page: N.A

View: 748

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How to Raise a Reader

Author: Elaine K. McEwan

Publisher: Baker Publishing Group

ISBN: 9780801011849

Category: Education

Page: 205

View: 3598

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Offers advice for parents who have a reluctant reader, including how to encourage children, how to assess current reading level, and what types of reading material to use
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Teaching the Language Arts

Expanding Thinking Through Student-centered Instruction

Author: Cathy Collins Block

Publisher: Pearson College Division

ISBN: N.A

Category: Education

Page: 674

View: 8717

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This book explains and demonstrates with a clear, step-by-step approach how communication and thinking competencies can be enhanced through instruction.This revision elaborates further on a language arts program built to focus on the needs of individual students. Each of the fourteen chapters is divided into three sections covering theoretical foundations, practice, and professional development, giving the text a practical, usable organization. The second and third sections apply the principles from the first section to the classroom. Features in these sections show specific teaching strategies that offer practical ideas for teachers to develop an ongoing and successful teaching repertoire. For Language Arts teachers.
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An analysis of the expectations, training, and perceived support of the volunteers at an after-school community-based reading tutorial program

Author: Denise L. McLurkin,University of Michigan

Publisher: N.A

ISBN: N.A

Category:

Page: 278

View: 3672

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As a provision of the No Child Left Behind Act (NCLB) Act of 2001, schools that receive Title I funds that have not made adequate yearly progress based on state standards for two or more years are required to provide supplemental educational services through before- and after-school tutoring for students who are struggling. In response, after-school community-based volunteer reading tutorial programs are available for these students. Several studies have examined the importance of training for tutors, yet they have been insufficient regarding the specific needs of adolescent struggling readers, on how tutors made use of the training they received, and on tutors' perceptions of the training and support they received. The purpose of this study was: (1) to examine tutors' beliefs and expectations in regards to tutoring adolescent struggling readers, (2) to examine how tutors make use of the training they receive in their tutoring sessions, (3) to examine tutors' perceptions of the training they received; and (4) to examine tutors' perceptions regarding the progression of their tutoring sessions and tutees' reading skills. The sample consisted of 26 volunteer reading tutors in a community-based after-school reading tutorial program in a mid-sized Midwestern city. These tutors completed two surveys focused on demographic information, and tutors' perceptions of the training provided and the tutoring process. In addition, six of these tutors were selected as participants in more intensive case studies. The results of this study indicated that tutors had unrealistic expectations regarding tutoring adolescent struggling readers, had a difficult time implementing the strategies taught to them during the training sessions in their tutoring sessions, perceived that the training, support and feedback they received were inadequate, and perceived that they could not comment on their tutees' progress due to lack of feedback. These results suggest that if after-school community-based tutoring programs are to be effective for adolescent struggling readers, volunteer tutors need realistic expectations, ongoing training, ongoing support and feedback, ongoing assessment of tutees' reading skill development, and to be matched strategically with tutees.
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Learning Disabilities and Challenging Behaviors

A Guide to Intervention & Classroom Management

Author: Nancy Mather,Sam Goldstein

Publisher: Brookes Pub

ISBN: 9781557669353

Category: Education

Page: 467

View: 4379

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Introduces a practical model for teaching children with learning disabilites and provides tools for identifying students' strengths and weaknesses.
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