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1. |
Record Nr. |
UNINA990004530760403321 |
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Autore |
Paetow, Louis John |
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Titolo |
A guide to the study of Medieval history / Louis John Paetow |
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Pubbl/distr/stampa |
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New York : Kraus Reprint Corporation, 1959 |
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Edizione |
[Revised ed. prepared under the auspices of the Medieval Academy of America] |
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Descrizione fisica |
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Collana |
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The Mediaeval academy of America |
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Locazione |
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Collocazione |
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016.909 PAE 1 |
016.909 PAE 1 TER |
016.909 PAE 1 BIS |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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2. |
Record Nr. |
UNINA990008575310403321 |
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Autore |
Velleius Paterculus, Gaius <19. a. C.-30> |
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Titolo |
Compendium of Roman history / Velleius Paterculus . Res gestae Divi Augusti ; with an english translation by Frederick W. Shipley |
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Pubbl/distr/stampa |
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London : William Heinemann Ltd |
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Cambridge, Mass : Harvard University press, 1967 |
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Titolo uniforme |
Historia romana <in latino e in inglese> |
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Descrizione fisica |
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Collana |
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The Loeb classical library |
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Disciplina |
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Locazione |
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Collocazione |
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P2B-640-LOEB-VELLEIUS P.-200A-1924 Bis |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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3. |
Record Nr. |
UNINA9910790673303321 |
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Autore |
Clarke Paula J. |
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Titolo |
Developing reading comprehension / / Paula J. Clarke, Emma Truelove, Charles Hulme and Margaret J. Snowling ; illustrations by Dean Chesher |
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Pubbl/distr/stampa |
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Hoboken, : Wiley Blackwell, 2013 |
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ISBN |
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1-118-60674-4 |
1-118-60671-X |
1-118-60673-6 |
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Descrizione fisica |
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1 online resource (211 p.) |
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Disciplina |
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Soggetti |
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Reading -- Computer-assisted instruction -- Software |
Reading comprehension -- Study and teaching (Elementary) |
Reading comprehension |
Reading comprehension - Study and teaching (Elementary) |
Education |
Social Sciences |
Theory & Practice of Education |
Lectura |
Ensenyament assistit per ordinador |
Comprensió de la lectura |
Llibres electrònics |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di contenuto |
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Developing Reading Comprehension; Copyright; Contents; List of Figures; List of Boxes; Foreword by Jean Gross CBE; Acknowledgements; Chapter 1 What is Reading Comprehension?; Models of Reading Comprehension; The Importance of Reading Comprehension; Summary; Chapter 2 The Poor Comprehender Profile; Factors that Contribute to Poor Reading Comprehension; Language Skills; Understanding the Meaning of Words; Understanding the Structure and Organisation of Words, Sentences and Connected Text; Early Indicators; Working Memory; Working with Text; Making Inferences; Monitoring Understanding |
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Environmental InfluencesSummary; Chapter 3 The York Reading for Meaning Project: An Overview; Theoretical Aims; Practical Aims; Intervention Design; Research Design; Understanding Causality; Randomised Controlled Trials; Sample Considerations; Random Allocation; Blinding; Attendance and Attrition; Control Groups; Establishing Long-Term Educational Significance; Control Task; Assessment; Findings; Summary and Conclusions; Appendices; Chapter 4 Teaching Principles; Vygotskian Principles; Peer Learning; Individualisation; Scaffolding; Modelling; Reciprocal Teaching; Distributed Practice; Themes |
Passage ChoiceSummary; Chapter 5 Intervention Materials: Oral Language Programme; 1. Vocabulary; What Kinds of Words Should We Teach?; After Choosing the Word, How Is It Taught?; Supplementary Activities; Pictures and Photographs; Mind Maps; Memory Aids; Verbal Reasoning; Summary of Vocabulary; 2. Reciprocal Teaching with Spoken Language; Clarification; Summarisation; Prediction; Question Generation; Complementary Activities; Activating Background Knowledge; Developing Visual Representations; Summary of Reciprocal Teaching with Spoken Language; 3. Figurative Language; Idioms; Jokes; Riddles |
Simile and MetaphorSummary of Figurative Language; 4. Spoken Narrative; Sequencing and Story Structure; Creating Extended Stories; Summary of Spoken Narrative; Chapter Summary; Answers to Riddles; Chapter 6 Intervention Materials: Text Level Programme; 1. Metacognitive Strategies; Reread; Look-Back; Think-aloud; Thinking in Pictures; Looking at Pictures and Illustrations; Completing Incomplete Pictures; Creating Pictures with Pen and Paper; Explain and Reflect; Strategy Choice; Summary of Metacognitive Strategies; 2. Reciprocal Teaching with Written Language; Clarification; Summarisation |
PredictionQuestion Generation; Complementary Activities; 3. Inferencing; Cohesive Inferences; Bridging Inferences; Predictive Inferences; Evaluative Inferences; Activating Prior Knowledge; Summary of Developing Inferencing Skills; 4. Written Narrative; Summary of Developing Narrative Skills; Chapter Summary; Chapter 7 Intervention Materials: Combined Programme; Summary; Chapter 8 Feedback and Evaluation; Feedback from Teaching Assistants; The Personal and Professional Development of Teaching Assistants; Overall Evaluation and Next Steps; Children's Reflections; Parents' Feedback; Summary |
Chapter 9 Theoretical and Practical Implications |
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Sommario/riassunto |
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Presents cutting-edge, evidence-based interventions for dealing with specific difficulties of reading comprehension in children aged 7-11. An in-depth introduction to the 'poor comprehender profile', which describes children who despite being fluent readers have difficulty extracting meaning from text.Sets out a range of practical interventions for improving reading skills in this group - along with comprehensive guidance on assessment and monitoring, and insightful accounts of professionals' experience in delivering the techniques described.Includes an overvie |
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