Book Description
This comprehensive guide presents information and strategies to help literacy coaches meet the demands of designing and directing an elementary reading program. Step by step, the book provides the knowledge needed to ensure that teachers and students benefit from the concepts and methods emerging from scientifically based reading research. Invaluable reproducible figures and many detailed examples illustrate best practices for:
o Collecting and analyzing school-level achievement data
o Selecting and organizing new curricula, texts, and resources
o Conducting ongoing professional development
o Providing feedback and assistance to individual teachers
o Engaging the whole school community in supporting positive change
Book Description
Comprehension instruction is widely recognized as an essential component of developing students' pleasure and profit from reading. Yet despite significant recent gains in knowledge about how comprehension develops and how it can be taught effectively, classroom practice still lags behind research in this crucial area. This volume brings together the field's leading scholars to summarize current research and provide best-practice guidelines for teachers and teacher educators. Each coherently structured chapter presents key findings on a particular aspect of comprehension, discusses instructional practices supported by the research, and addresses what still needs to be known in order to provide the best possible comprehension instruction for every student. Topics covered include assessment, curriculum, methods, and comprehension difficulties, from the preschool level through high school.
Book Description
This highly practical book presents research-based approaches to building students' vocabulary and promoting a lifelong appreciation of words. Prominent researchers identify and discuss the multiple components of effective vocabulary instruction--teaching the meanings of specific words, teaching students strategies for learning new words on their own, and providing opportunities for word and language play. In every chapter, findings on the processes of successful vocabulary learning are translated into useful, effective instructional activities and techniques. Outlined are important new ideas for designing curricula and providing experiences that help students of all ages and skill levels gain access to the meanings of words that they read. Throughout, engaging classroom examples enhance the utility of this teacher-friendly resource.
Customer Reviews:
Documented Research with Practical Relevance.......2007-08-12
If you are a teacher who would like to become familiar with the latest academic research regarding vocabulary acquisition, but who has neither time nor energy to wade through hundreds of pages of technical research in academic journals, then this is the book for you!
Too often, a wide ravine separates literacy teachers from academic researchers in the field. The teachers tend to focus on practical textbooks, oriented around lesson plans for specific grades (such as those in the Scholastic Teaching Resources series), while the researchers produce highly technical articles published in journals such as the Journal of Child Language or Reading Research Quarterly, which are all but inaccessible to the average teacher, whether because of the lengthy and technical nature of the articles, or because of the limited time available to practicing schoolteachers.
However, the present compendium of articles successfully bridges this gap, bringing the latest results of academic literacy research to the literacy teacher. Concepts are presented clearly and succinctly, in a fashion which underscores their relevance to the challenges of the literacy classroom. At the same time, however, these studies do not suffice with a simple recital of the research results; rather, they also include detailed explanations of the field tests from which the concepts emerge, along with complete bibliographical references. Thus, the reader emerges informed not only of the results of the research but with an overview of the research process as well; and the reader who wishes to explore any given matter further needs only follow up the copious bibliographical notes within.
Underlying most of the studies within the book is the contention that wide reading will generally not suffice to build a child's vocabulary. On the one hand, studies show that in the overwhelming majority of cases, the context surrounding unfamiliar words is not sufficiently rich to allow the child to learn the words in any meaningful way. Additionally, the frequency of unfamiliar words tends to be too low for the words to become ingrained within the mind of the reader. On the other hand, additional studies demonstrate that using a variety of proactive instruction strategies, significant quantities of words can be acquired and internalized, such that reading comprehension is bolstered considerably. These latter studies investigate strategies for analyzing unfamiliar words (such as morphology instruction), as well as methods for heightening awareness of new words (such as the Vocabulary Self Selection method).
Given the wide range of authors included within this compendium, it is natural that some differing viewpoints will emerge. For instance, although the word "predict" is used by Shane Templeton as a prime example of a word which can generate a fruitful morphology session in the classroom (page 133), Michael Graves, in his discussion of prefix instruction 50 pages earlier, specifically notes that words such as "predict" are not sufficiently transparent and should be excluded from morphology discussions (page 83). Nevertheless, such differing positions are perfectly reasonable and are certainly welcome in the present book, allowing teachers to make informed decisions, choosing varying methods and strategies as appropriate for their particular students.
The one fault which I have found in this book is that the authors fail to take their vocabulary acquisition methods one step further, towards the writing process. That is, the overarching concern of virtually every one of the writers is the learning of vocabulary for reading comprehension. While this is certainly a worthy goal, and certainly precedes any effort placed upon developing writing skills, I felt that the research explored here regarding the integration of new vocabulary should have also been exploited to develop strategies which would encourage the students to use the newly acquired words in their writing as well.
Great help for teachers who need to design a vocab curriculum.......2006-09-14
I am an educator who recently had to overhaul and redesign a large-scale vocabulary instruction program. The information in this book was invaluable to me. I found it to be accurate, insightful, actionable, well-organized, and comprehensive.
As another teacher suggested, this book is not full of teaching activities, lesson plans, or word lists. (If you want that kind of book, you might try The Vocabulary Teacher's Book of Lists.) It is, however, full of big-picture facts and credible answers to important questions. It gave me confidence in my approach and helped me make many decisions. It also helped me plan teacher training.
If you are teaching in a traditional classroom setting with an established curriculum and an established set of practices, this book will probably not change the way you teach very much (although it might be interesting). However, if you are making larger-scale decisions about your vocabulary program, this book is a wonderful resource.
Informative for the Non Reading Teacher.......2006-03-19
This review of research is just as important for the Non Reading classroom teacher.
I started by skipping through the chapters that I thought applied to me, but ended up reading all of the chapters and finding use for all of the information.
I shared this with collegues who ended up buying their own copies!
Enhanced with illustrative classroom examples.......2004-07-17
The collaborative effort of James F. Baumann (Professor of Reading Education, University of Georgia) and Edward J. Kame'enui (Director of the Institute for the Development of Educational Achievement, College of Education, University of Oregon), Vocabulary Instruction: Research To Practice is the newest title in the outstanding "Solving Problems in the Teaching of Literacy" series from Guilford Publications. Focusing upon student vocabulary development, this compendium of research-based approaches provides current findings in the areas of effective classroom curriculum strategies for increasing vocabularies through the teaching of specific word meanings, strategies for learning new words independently, opportunities for word and language play, and developing a lifelong appreciation for words, their meanings, and their usages. Enhanced with illustrative classroom examples, Vocabulary Instruction can well serve as a primary text for aspiring teachers, as well as informative supplemental reading for practicing classroom instructors developing curriculums for any grade level of instruction.
Book Description
Now in a thoroughly revised and expanded third edition, this evidence-based book distills the latest knowledge about literacy teaching and learning into clear strategies for helping all children succeed. Within a comprehensive conceptual framework, the field's leading authorities provide eminently practical recommendations to guide instructional decision making. The third edition has been fully updated with current research findings, policy issues, and program innovations. It offers significantly revised coverage of assessment, motivation, approaches to integrating different kinds of texts and multimedia resources, and adolescent literacy. New chapters address working with English-language learners and supporting teachers' professional development. Also featured is a new concluding commentary by Michael Pressley.
Book Description
At a time when long-treasured forms of the printed word compete with technology for the time and attention of children and adolescents, it is critical for teachers to help students respond to the written word and to master the craft of writing. Perspectives on Writing provides a foundation for the design of more effective classroom practice for teaching reading and writing. This volume brings together the contributions of several prominent scholars, who present significant theory and research on the development of writing, writing and reading relationships, the development of competence, classroom practice, and the assessment of writing. You'll also find a review of literature on class size, including IRA's resolution on the issue, and a recommended reading list with an annotated bibliography.
Published by International Reading Association
Book Description
This cutting-edge work is destined to become a seminal text.
Written by two academic library leaders, it is a thorough, in-depth discussion of both the theory and practice of library instruction. Chapters cover the history and background of user education in libraries; the psychology of learning as applied to library teaching; conceptual models for teaching critical thinking; assessment and evaluation; designing and developing print and electronic teaching materials; classroom management and teaching techniques; learning technology; visions for the future and much more.
The book comes with a CD-ROM which includes tables describing various instructional modes, an interactive Web form and Web pages you can use to aid in selecting among them, handouts for in-house training or personal use, and more.
Customer Reviews:
Good, but could be better.......2006-11-03
I like this book -- there is lots of great information, but the author has a tendancy to drone on and on sometimes before getting to a point and sometimes after getting to a point. Nonetheless, the information is priceless -- the reader just has to dredge his way through, pulling out the important information as he reads.
Info Lit is not just for Librarians.......2005-08-09
You would think from reading this book that librarians are the only professionals interested in information literacy and that information literacy is only the ability to use the library and its resources whereas true information literacy is so much more!
It is an excellent resource in the foundations of info lit instruction for the library professional.
For students of library science and practicing librarians.......2001-09-09
Information Literacy Instruction: Theory And Practice is an exhaustive textbook (450 pp.) with a CD-ROM supplement. Educator Esther Grassian and Librarian Joan Kaplowitz's purpose is to provide the reader through an in-depth discussion of the theory and practice of library instruction. Chapters range from basics to advanced studies. The basic topics in parts I and II include the history of user education, the psychology of active learning as applied to library teaching, critical thinking skills. The advanced topics of part III include assessing needs, setting goals, selecting instructional modes, handling copyright issues, designing electronic teaching materials, dealing with local politics on campus or elsewhere, and much more. The CD-ROM has a wide variety of useful materials: instructional mode web pages, an interactive database to select among modes, PowerPoint presentations, handouts for training or personal use, checklists and more. Information Literacy Instruction is very highly recommended for students of library science and practicing librarians, especially in our contemporary age where technology marches ever on!
Book Description
Because fluency instruction was identified only recently as a cornerstone literacy subject, it is still unfamiliar terrain for many teachers. This volume fills a crucial gap by offering a thorough, authoritative examination of what reading fluency is and how it should be taught. Contributing authors--who include the field's leading authorities--review the growing knowledge base and provide clear recommendations for effective, engaging instruction and assessment. Special topics include promising applications for struggling readers and English language learners. Throughout, vignettes and examples from exemplary programs bring the research to life, enhancing the book's utility as an undergraduate- or graduate-level text and a resource for inservice teachers.
Product Description
Changing the way you teach writing requires changing the way you understand the process of writing. The chapters in this collection bring together the perspectives of university researchers and classroom teachers so you see the explicit connection between writing theory and practice. The book covers writing development in grades K12 and within different learning contexts to help you understand and implement excellent writing instruction suited to your particular classroom setting.
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The Psychopath: Theory, Research, and Practice
Manufacturer: Lawrence Erlbaum Associates
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The Psychology of Lust Murder: Paraphilia, Sexual Killing, and Serial Homicide
ASIN: 0805850538 |
Book Description
The Psychopath: Theory, Research, and Practice is a comprehensive review of the latest advancements in the study of psychopathy. As research into psychopathy over the past two decades has burgeoned, it has had significant implications for clinical practice, with important ethical considerations raised as interest into psychopathy has moved into the real world. This volume is the first comprehensive review of these applied topics.
Dr. Robert Hare, a leading authority on the subject, introduces the work by discussing the current state of psychopathy research, highlighting its advancements, potential pitfalls or impediments, and future trajectory. Subsequent chapters give a historical overview of psychopathy, examine measurement issues, etiological theories, and practical considerations. The Psychopath provides a solid foundation from which research and practice into this socially destructive condition can advance into the 21st century.
This book will attract academics, researchers, theorists, practitioners, lawyers, judges, law enforcement personnel, students, and other professionals interested in or working with forensic psychology. It also serves as a supplementary text for graduate students enrolled in programs with a specialization in forensic psychology or criminology.
Book Description
One of society's critical education problems is adolescent students who can not read their grade level. Developed at the world famous Boy's Town in Nebraska to help students recover from reading deficits, the program in this book is used in Boy's Town institutions elsewhere and is increasingly being introduced into public and private schools.
Customer Reviews:
Not bad..can't go wrong with Jeanne Chall.......2006-12-13
I've said it once, I'll say it again...Jeanne Chall is to the field of reading what Frankl LLoyd Wright was to architecture. These authors were clever to attach her name to the text. Well written for everyday teachers and/or reading specialists. I also recommend as a supplement, Michael PRessley's Balanced Instruction.
not detailed, but still a gem nevertheless.......2005-02-08
Based on Jeanne Chall's stages of reading development, this program is designed to help adolescents overcome their reading deficits. Diagnostic Assessments of Reading is used for assessment. The entire program is broken down into four courses which target the student's word identification, vocabulary, comprehension, and study skills.
One is convinced of the program's efficacy. However, when everything about the program is outlined in 54 pages, one becomes aware that it is practically a show-and-tell without the show. In other words, the book tells you what is being done without showing you how it is being done. Not a program that is easily replicable, to say the least, but still worth emulating, if one has the knowledge and resources--and time.
When Adolescents Can't Read.......2000-09-28
Very informative for parents and educators looking for research based curriculum for older children.
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