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[null,"1.","Record Nr.",null,"UNISALENTO991003587979707536"]
[null,null,"Titolo",null,"Bibliografia iberica del siglo XV : enumeracion de todos los libros impresos en Espana y Portugal hasta el ano de 1500 / con notas criticas por Conrado Haebler"]
[null,null,"Pubbl/distr/stampa",null,"New York : Franklin, pref. 1903-1917"]
[null,null,"Descrizione fisica",null,"2 v. ; 8"]
[null,null,"Collana",null,"Burt Franklin bibliography and reference series ; 44"]
[null,null,"Disciplina",null,"093"]
[null,null,"Soggetti",null,"Incunaboli portoghesi - Repertori"]
[{"$nulls":4},"Incunaboli spagnoli - Repertori"]
[null,null,"Lingua di pubblicazione",null,"Spagnolo"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,"2.","Record Nr.",null,"UNINA9910812532003321"]
[null,null,"Autore",null,"McEwan-Adkins Elaine K. <1941->"]
[null,null,"Titolo",null,"7 strategies of highly effective readers : using cognitive research to boost K-8 achievement / / Elaine K. McEwan ; cover designer, Tracy E. Miller"]
[null,null,"Pubbl/distr/stampa",null,"Thousand Oaks, California : , : Corwin Press, , 2004"]
[{"$nulls":4},"©2004"]
[null,null,"ISBN",null,"1-4833-6083-0"]
[{"$nulls":4},"1-4833-6302-3"]
[null,null,"Descrizione fisica",null,"1 online resource (225 p.)"]
[null,null,"Disciplina",null,"372.41"]
[null,null,"Soggetti",null,"Reading (Kindergarten)"]
[{"$nulls":4},"Reading (Elementary)"]
[{"$nulls":4},"Reading (Middle school)"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Contents --  Instructional Aids --  Preface --  The Goals of This Book --  Special Features of This Book --  Who This Book is for --  Overview of the Contents --  Acknowledgements --  About the Author --  Chapter 1. The Power of Strategic Reading Instruction --  What is Strategic Reading? --  What is Strategic Reading Instruction? --  What are the Seven Strategies of Highly Effective Readers? --  What are the Prerequisites for Strategic Reading Instruction? --  When is a Strategy Not a Strategy? --  Instructional Activities are Not Cognitive Strategies --  Study Skills are Not Cognitive Strategies --  Reading Skills are Not Cognitive Strategies --  When is a Strategy a Cognitive Strategy? --  What's Ahead? --  Chapter 2. Becoming a Strategic Teacher --  What Does a Strategic Teacher Look Like? --  The Teaching Moves of a Strategic Teacher --  Direct Instructing and Explaining --  Modeling --  Giving Directions --  Scaffolding --  Coaching --  Attributing --  Constructing Meaning --  The Challenges of Strategic Reading Instruction --  Time --  Staff Development --  Ambiguity --  The Benefits of Strategic Reading Instruction --  What's Ahead? --  Chapter 3. Understanding the Seven Strategies --  Cognitive Strategy 1: Activating --  Cognitive Strategy 2: Inferring --  Cognitive Strategy 3: Monitoring-Clarifying --  Cognitive Strategy 4: Questioning --  Cognitive Strategy 5: Searching-Selecting --  Cognitive Strategy 6: "]
[{"$nulls":4},"Summarizing --  Cognitive Strategy 7: Visualizing-Organizing --  What's Ahead? --  Chapter 4. Instructional Activities to Engage Your Students --  Turn on Your CPU (Central Processing Unit): Grades 1-8 --  Description --  Background Information --  Anticipatory Set --  I Do it: Modeling and Explaining the Strategy (Activity) for Students --  We Do it: Further Explaining and Guided Practice --  You Do it: Students Work in Small Groups or Individually --  Turn on Your Math CPU (Central Processing Unit): Grades 4-8 --  Description --  Background Information --  Anticipatory Set --  I Do it: Modeling and Explaining the Strategy (Activity) for Students --  We Do it: Further Explaining and Guided Practice --  You Do it: Students Work in Small Groups or Individually --  Add it up: Grades 3 --  Description --  Background Information --  Anticipatory Set --  I Do it: Modeling and Explaining the Strategy (Activity) for Students --  We Do it: Further Explaining and Guided Practice --  You Do it: Students Work in Small Groups or Individually --  A Dozen Ways to Infer: Grades 3-8 --  Description --  Background Information --  Anticipatory Set --  I Do it: Modeling and Explaining the Strategy (Activity) for Students --  We Do it: Further Explaining and Guided Practice --  You Do it: Students Work in Small Groups or Individually --  A Dozen Ways to Say Infer: Grades 4-8."]