Understanding a text requires more than the ability to read individual words: it depends greatly on vocabulary knowledge. This important book brings together leading literacy scholars to synthesize cutting-edge research on vocabulary development and its connections to reading comprehension. The volume also reviews an array of approaches to assessing vocabulary knowledge and helping diverse learners build their skills. Key topics include the relationship of vocabulary acquisition to phonological awareness and to morphological processing, the role of parents in supporting early language development, and considerations in teaching English language learners and children with reading disabilities.
This book provides a unique description of teacher-pupil interaction during the Literacy Hour in good schools. It is based on detailed observations in inner-city primary schools that were recognised as effective and improving. The analysis is informed by contemporary research into the development and teaching of early literacy.
This course offers: the development of speaking, points of discussion and exchange of information, including a large number of people interviewed; skills to narrative, telling and writing stories in a given genre; development of the written English language; correction of errors, description of rights, facilities, history, info on fax and e-mail, ads; development of communication skills written; connecting words, the introductory speech, the development of the organization and style and more - a lot of new vocabulary. 14 lessons. 90-100 hours of classroom work.
An excellent guide for those who care about the importance of early literacy development of children. Stages of development, strategies for learning and recommended titles are fully described for parents, educators and carers of children from birth to beginning-school age.
Through case studies of successful programs, evidence from research, and illustrations from their extensive experience, Joyce and Showers help educators design programs that measurably improve student achievement. They fill the gaps in staff development programs by answering vexing questions from both teachers and administrators:
* How can we develop the skill to implement new curricular and instructional knowledge? * How can we embed the study of student learning into staff development? * How can we adapt learning environments to meet individual needs?
The focus of the book is on the potential for both personal and organizational growth inherent in staff development programs. School renewal ultimately depends on the individual development of all its members. Joyce and Showers lead the way to creating a community in which organizers, providers, teachers, administrators, and students learn and grow together to achieve the goal of lasting student achievement.
