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Developing reading comprehension / / Paula J. Clarke, Emma Truelove, Charles Hulme and Margaret J. Snowling ; illustrations by Dean Chesher
| Developing reading comprehension / / Paula J. Clarke, Emma Truelove, Charles Hulme and Margaret J. Snowling ; illustrations by Dean Chesher |
| Autore | Clarke Paula J. |
| Pubbl/distr/stampa | Hoboken, : Wiley Blackwell, 2013 |
| Descrizione fisica | 1 online resource (211 p.) |
| Disciplina | 371.3 |
| Soggetto topico |
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 |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
1-118-60674-4
1-118-60671-X 1-118-60673-6 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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
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 |
| Record Nr. | UNINA-9910790673303321 |
Clarke Paula J.
|
||
| Hoboken, : Wiley Blackwell, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developing reading comprehension / / Paula J. Clarke, Emma Truelove, Charles Hulme and Margaret J. Snowling ; illustrations by Dean Chesher
| Developing reading comprehension / / Paula J. Clarke, Emma Truelove, Charles Hulme and Margaret J. Snowling ; illustrations by Dean Chesher |
| Autore | Clarke Paula J. |
| Pubbl/distr/stampa | Hoboken, : Wiley Blackwell, 2013 |
| Descrizione fisica | 1 online resource (211 p.) |
| Disciplina | 371.3 |
| Soggetto topico |
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 |
| Soggetto genere / forma | Llibres electrònics |
| ISBN |
1-118-60674-4
1-118-60671-X 1-118-60673-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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
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 |
| Record Nr. | UNINA-9910821486503321 |
|
Clarke Paula J.
|
||
| Hoboken, : Wiley Blackwell, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developing Reading Comprehension
| Developing Reading Comprehension |
| Autore | Clarke Paula J. |
| Pubbl/distr/stampa | Wiley-Blackwell |
| Descrizione fisica | 1 online resource (216 p.) : ill |
| Disciplina | 372.47 |
| Soggetto non controllato |
Reading Comprehension
English Language Language Arts & Disciplines |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910830126303321 |
|
Clarke Paula J.
|
||
| Wiley-Blackwell | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Developing Reading Comprehension
| Developing Reading Comprehension |
| Autore | Clarke Paula J. |
| Pubbl/distr/stampa | Wiley-Blackwell |
| Descrizione fisica | 1 online resource (216 p.) : ill |
| Disciplina | 372.47 |
| Soggetto non controllato |
Reading Comprehension
English Language Language Arts & Disciplines |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910840654503321 |
|
Clarke Paula J.
|
||
| Wiley-Blackwell | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||