Khara L. Pence. Dickinson, D. K. (2003). Are measures of “global quality” sufficient? Educational Researcher, 32, 27–28. Dickenson, D. K., & DiGisi, L. (1998). The many rewards of a literacy rich classroom. Educational Leadership, 55(6) ...
Assessment with the preschool student presents unique challenges.
Finally--one concise book to show educators which early literacy research really warrants attention, why it's so important, and how to help young children learn to read in real classrooms. This...
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El reto de una educación indígena amazónica: Alcances provisionales. Cultura y educación, 13(1), 59–72. ... Investigación neuroeducativa. Neurociencia, educación y cerebro: De los contextos a la práctica. Madrid: La Muralla.
Bringing you new ideas for the instruction and assesment of young readers--Page [4] of cover.
This concise, accessible book explores the connection between language acquisition and emergent literacy skills, and how this sets the stage for later literacy development.
Indeed, the differences between children in fluency scores are greatest during initial learning in grades 1–3. ... scores display greater growth during the school year in early grades, about 30–40 wcpm compared to 18–23 in grades 6–8.
Developing early literacy: Assessment and teaching is a handbook for understanding and teaching early literacy.
Another compelling reason to promote early intervention is the realization that supplementary remedial programs such as Title 1 and “replacement” programs that substitute for regular, in-class instruction have had mixed results over the ...
( The screen still had the fire and raindrop stamps . ) Let's go . Isaiah cleared the computer screen and then clicked the fire icon again . The other children returned to the block area , but Kyle paused to watch Isaiah add fire stamps ...