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Books on the topic 'Developmental reading and writing courses'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Reading and writing acquisition: A developmental neuropsychological perspective. Brown & Benchmark Publishers, 1994.

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2

Young researchers: Informational reading and writing in the early and primary years. Routledge, 1999.

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3

Council for Exceptional Children. Division on Mental Retardation and Developmental Disabilities, ed. The quest for literacy: Curriculum and instructional procedures for teaching reading and writing to students with mental retardation and developmental disabilities. Division on Mental Retardation and Developmental Disabilities of the Council for Exceptional Children, 2000.

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4

Biba, Anna. Methods of preparing children to learn Russian at school. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/991911.

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The textbook is aimed at developing professional competencies in preparing preschool children to learn Russian at school.it reveals the current content of preparing preschoolers to learn reading and writing in primary school, contains a method for teaching them sound word analysis, reading syllables and words in accordance with a scientifically based sound analytical and synthetic method, a technique for teaching children to print letters and syllables, and describes opportunities for cognitive development of preschool children in the process of speech work. The methodological material is acco

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5

Reading by touch. Routledge, 1997.

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6

Teaching Reading and Writing: The Developmental Approach. Pearson, 2013.

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7

Berninger, Virginia Wise. Reading and Writing Acquisition: A Developmental Neuropsychological Perspective (Developmental Psychology Series). Westview Pr (Short Disc), 1996.

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8

Berninger, Virginia Wise. Reading and Writing Acquisition: A Developmental Neuropsychological Perspective (Developmental Psychology Series). Westview Pr (Short Disc), 1996.

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9

Mahoney, Marilyn. A study of the use of computer assisted instruction in developmental college reading courses. 1992.

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10

Wingersky, Joy, Jan Boerner, and Diana Holguin-Balogh. Writing Paragraphs and Essays: Integrating Reading, Writing, and Grammar Skills (Developmental Study/Study Skill). 2nd ed. Wadsworth Publishing Company, 1994.

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11

Templeton, Shane, and Kristin Gehsmann. Teaching Reading and Writing: The Developmental Approach, Pearson EText -- Access Card. Pearson Education, Limited, 2013.

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12

Ortner, Toni. Real Stories: The All-Inclusive Text Book for Developmental Writing and Reading. Backinprint.com, 2007.

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13

Washington (State). State Board for Community and Technical Colleges. and Washington State Library. Electronic State Publications., eds. 1994 survey of expected entry-level reading, writing, and learning abilities for college transfer or professional-technical courses. Washington State Board for Community and Technical Colleges, 1994.

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14

Hagen, Benjamin D. The Sensuous Pedagogies of Virginia Woolf and D.H. Lawrence. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781949979275.001.0001.

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Though the differences in style and politics between Virginia Woolf (1882–1941) and D. H. Lawrence (1885–1930) are many, they both had formative experiences as teachers. Between 1905 and 1907, Woolf taught history and composition courses at Morley College while Lawrence spent nearly a decade in the field of elementary education between 1902 and 1912. This study reframes Woolf’s and Lawrence’s later experiments in fiction, memoir, and literary criticism as the works of former teachers who remain deeply preoccupied with pedagogy. Across their respective writing careers, moreover, they conceptual

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15

Boules, Adel N. Fundamentals of Mathematical Analysis. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198868781.001.0001.

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Fundamentals of Mathematical Analysis is a beginning graduate textbook on real and functional analysis, with a substantial component on topology. The three leading chapters furnish background information on the real and complex number fields, a concise introduction to set theory, and a rigorous treatment of vector spaces. Instructors can choose material from this part as their students’ background warrants. Chapter 4 is the spine of the book and is essential for an effective reading of the rest of the book. It is an extensive study of metric spaces, including the core topics of completeness, c

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16

Lonigan, Christopher J. Specific Learning Disabilities. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.16.

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Specific learning disability is a common neurodevelopmental disorder affecting about 5–8% of the school-aged population. A key concept in specific learning disabilities is unexpected low achievement. An individual whose achievement in reading, math, or writing is both low and less than what would be expected based on developmental capacity and opportunity to learn and whose low achievement cannot be explained by a sensory impairment, limited language proficiency, or other impairing medical condition is considered to have a specific learning disability. This chapter provides an overview of issu

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17

Córdoba, Eulices, Esteban Mayorga, Licenia Perea, et al. Enhancing meaningful teaching and learning process through conducting re- search. SEDUNAC, 2020. http://dx.doi.org/10.35997/libro2020enhanmeanteachlearn.

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This paper reports a study that was conducted to develop language skills (listening, reading, writing and speaking) through implementing Integrated Tasks in English as a Foreign language teaching Context. The participants were 10 learners who were taking different English courses (First, second, third, fourth and fifth semester respectively), their English levels range from A1 to B1 and come from rural and urban areas all over Colombia. The study was conducted under the methodology of a mix-method and data were collected through interviews, online surveys and students’ reports of their results

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18

Treiman, Rebecca. Beginning to Spell. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195062199.001.0001.

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This groundbreaking study on the psycholinguistics of spelling presents the author's original empirical research on spelling and supplies the theoretical framework necessary to understand how children's ability to write is related to their ability to speak a language. The author explores areas in a field dominated by work traditionally concerned with the psychodynamics of reading skills and, in so doing, highlights the importance of learning to spell for both psycholinguists and educators, since as they begin to spell, children attempt to represent the phonological, or sound form, of words. Th

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19

Kim, Su Yun. Imperial Romance. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501751882.001.0001.

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This book argues that the idea of colonial intimacy within the Japanese empire of the early twentieth century had a far broader and more popular influence on discourse makers, social leaders, and intellectuals than previously understood. The book investigates representations of Korean–Japanese intimate and familial relationships — including romance, marriage, and kinship — in literature, media, and cinema, alongside documents that discuss colonial policies during the Japanese protectorate period and colonial rule in Korea (1905–45). Focusing on Korean perspectives, the book uncovers political

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20

Radde-Gallwitz, Andrew. Gregory of Nyssa's Doctrinal Works. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199668977.001.0001.

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The first monograph on Gregory of Nyssa’s entire corpus of works on the Trinity and the economy of Christ, this book argues that the numerous explicit parallels and links among the works suggest that the corpus is best studied synoptically. Despite differences of theme and intention, Gregory’s Trinitarian works center on the baptismal confession of Matthew 28:19, which Gregory reads as Christ’s own creed, and which, on his reading, presents an account of all divine activity as being accomplished in the Spirit. Gregory argues against both Eunomius and the Pneumatomachians that the Spirit’s act

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