LEADER 05808nam 2200745 450 001 9910141252803321 005 20190213022737.0 010 $a1-4443-6222-4 010 $a1-283-51435-4 010 $a9786613826800 010 $a1-119-94501-1 010 $a1-119-94502-X 035 $a(CKB)2670000000177370 035 $a(EBL)822108 035 $a(OCoLC)787842598 035 $a(SSID)ssj0000632222 035 $a(PQKBManifestationID)11386870 035 $a(PQKBTitleCode)TC0000632222 035 $a(PQKBWorkID)10608447 035 $a(PQKB)11213407 035 $a(OCoLC)790296194 035 $a(MiAaPQ)EBC822108 035 $a(EXLCZ)992670000000177370 100 $a20140128h20122012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAssessing neuromotor readiness for learning $ethe INPP developmental screening test and school intervention programme /$fSally Goddard Blythe ; Luca Papp, illustrator 210 1$aChichester, England :$cWiley-Blackwell,$d2012. 210 4$dİ2012 215 $a1 online resource (108 p.) 300 $aDescription based upon print version of record. 311 $a1-119-97068-7 320 $aIncludes bibliographical references at the end of each chapters. 327 $aASSESSING NEUROMOTOR READINESS FOR LEARNING: The INPP Developmental Screening Test and School Intervention Programme; Contents; Acknowledgements; 1 Introduction; 1.1 Overview; 1.2 Rationale for Screening and Remediation of Neuromotor Immaturity; 1.3 What is INPP?; 1.4 The INPP Developmental Movement Programme for Schools; 1.5 What is Neuromotor Immaturity?; 1.6 What is the Significance of Primitive Reflexes to Education?; 1.7 What are Primitive Reflexes?; 1.8 What is the Significance of Neuromotor Maturity to Education?; 1.9 What is the Purpose of Developmental Screening Tests? 327 $a1.10 Why Assess Posture and Balance?1.11 Why Carry Out Assessments for Balance?; 1.12 What is the Difference Between Static Balance and Dynamic Balance?; 1.13 What is the Significance of Postural Control to Learning?; 1.14 Primitive Reflexes: Why Have These Three Reflexes Been Selected for Evaluation?; 1.14.1 The Asymmetrical Tonic Neck Reflex (ATNR); 1.14.2 The Symmetrical Tonic Neck Reflex (STNR); 1.14.3 The Tonic Labyrinthine Reflex (TLR); 1.15 What Evidence is There Linking Balance, Posture and Reflexes to Educational Achievement? 327 $a1.16 What Evidence is There That Intervention in the Form of Movement Programmes Aimed at the Level of Primitive Reflexes Improves Educational Outcomes?1.17 How to Use The Screening Tests; References; 2 Developmental Screening Tests for Use with Children Aged 4-7 Years; 2.1 General instructions; 2.1.1 Scoring; 2.1.2 Tests; 2.2 Neuromotor tests; 2.2.1 The Romberg Test; 2.2.2 One Leg Stand; 2.2.3 The Crawling on Hands and Knees Test; 2.2.4 Crossing the Midline, Test No. 1; 2.2.5 Crossing the Midline, Test No. 2; 2.2.6 Finger and Thumb Opposition Test; 2.3 Tests for Primitive Reflexes 327 $a2.3.1 Asymmetrical Tonic Neck Reflex (ATNR)2.3.2 The Symmetrical Tonic Neck Reflex (STNR); 2.3.3 Tonic Labyrinthine Reflex (TLR) - Erect Test; 2.4 Tests for Visual Perception and Visual-Motor Integration; 2.4.1 Pencil and Paper Tasks; 2.4.2 Additional Measures; 2.5 Score Sheets for 4-7 Year Old Test; 2.6 Observation Sheets; 2.7 Interpreting the Scores; 2.7.1 Tests for Gross Muscle Coordination, Balance and Reflexes; 2.7.2 Tests for Visual Perception and Visual-Motor Integration; References; 3 Developmental Screening Tests for Use with Children from 7 Years of Age; 3.1 General Instructions 327 $a3.1.1 Scoring3.1.2 The Tests; 3.2 Tests for Gross Muscle Coordination and Balance; 3.2.1 Tandem Walk; 3.2.2 Walking on the Outsides of the Feet (Fog Test); 3.3 Tests for Aberrant Primitive Reflexes; 3.3.1 The Asymmetrical Tonic Neck Reflex (ATNR); 3.3.2 Symmetrical Tonic Neck Reflex (STNR); 3.3.3 The Tonic Labyrinthine Reflex (TLR); 3.4 Tests for Oculomotor Functioning; 3.4.1 Test for Fixation, Convergence and Control of Saccades (Valett); 3.4.2 Test for Visual Integration; 3.5 Tests for Visual-Speech Recognition; 3.5.1 Sound Discrimination (Individual Sounds, Sound Blends and Syllables) 327 $a3.5.2 Sound Synthesis 330 $aAssessing Neuromotor Readiness for Learning is a substantially revised and expanded edition of a long established INPP training manual that has been consistently proven in practice. The package includes tests for children, a developmental movement programme, and online access to INPP video training materials.Based on the proven INPP model for neuromotor development screening and intervention, which is unique in having been rigorously evaluated in research and practiceExpands and revises an INPP manual which has previously only been available to training 606 $aLearning disabled children$xEducation 606 $aLearning disabilities$xPhysiological aspects 606 $aMovement disorders in children$xDiagnosis 606 $aMovement disorders in children$xTreatment 606 $aMotor ability$xTesting 608 $aElectronic books. 615 0$aLearning disabled children$xEducation. 615 0$aLearning disabilities$xPhysiological aspects. 615 0$aMovement disorders in children$xDiagnosis. 615 0$aMovement disorders in children$xTreatment. 615 0$aMotor ability$xTesting. 676 $a371.9 676 $a371.904486 700 $aGoddard$b Sally$f1957-$0854298 701 $aPapp$b Luca$0854299 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910141252803321 996 $aAssessing neuromotor readiness for learning$91907733 997 $aUNINA LEADER 02504nam 22005894a 450 001 9910784886203321 005 20230607221440.0 010 $a0-19-772758-1 010 $a1-280-53019-7 010 $a9786610530199 010 $a0-19-535237-8 010 $a0-19-518060-7 035 $a(CKB)1000000000401860 035 $a(EBL)271119 035 $a(OCoLC)191935851 035 $a(SSID)ssj0000115645 035 $a(PQKBManifestationID)11146244 035 $a(PQKBTitleCode)TC0000115645 035 $a(PQKBWorkID)10009618 035 $a(PQKB)11023314 035 $a(Au-PeEL)EBL271119 035 $a(CaPaEBR)ebr10142418 035 $a(CaONFJC)MIL53019 035 $a(MiAaPQ)EBC271119 035 $a(EXLCZ)991000000000401860 100 $a20000111d2001 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBuilding choral excellence$b[electronic resource] $eteaching sight-singing in the choral rehearsal /$fSteven M. Demorest 210 $aNew York $cOxford University Press$d2001 215 $a1 online resource (190 p.) 300 $aDescription based upon print version of record. 311 $a0-19-512462-6 320 $aIncludes bibliographical references (p. 169-173) and index. 327 $aContents; Part I: Why Teach Sight-Singing?; 1 A History of Sight-Singing Instruction in the United States; 2 What Research Offers Teachers; 3 Systems and Methods of Instruction; 4 Sight-Singing Lesson Models; 5 Integrating Sight-Singing into the Choral Rehearsal; 6 Sight-Singing Assessment Procedures; 7 Materials; 8 Review of Materials; Appendix: Web Survey Contributor List; Notes; References; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; R; S; T; V; W 330 $aThis is a compact and comprehensive overview of the many teaching methods, strategies, materials, and assessments available for choral sight-singing instruction. It takes the mystery out of teaching music reading. Topics covered include practical strategies for teaching and assessment. 606 $aChoral singing$xInstruction and study 606 $aSight-singing 615 0$aChoral singing$xInstruction and study. 615 0$aSight-singing. 676 $a782.5/1423/071 700 $aDemorest$b Steven M$01493762 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910784886203321 996 $aBuilding choral excellence$93716890 997 $aUNINA