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Contributions of Behavior Analysis to Reading and Writing Comprehension
| Contributions of Behavior Analysis to Reading and Writing Comprehension |
| Autore | Albuquerque Alessandra Rocha de |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing AG, , 2023 |
| Descrizione fisica | 1 online resource (357 pages) |
| Disciplina | 372.60981 |
| Altri autori (Persone) | MeloRaquel Maria de |
| Soggetto topico |
Comprensió de la lectura
Innovacions educatives Anàlisi de conducta |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-40868-3 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Contents -- Part I: Conceptual and Historical Aspects -- Chapter 1: Behavioral Analysis of Learning to Read and Write -- 1.1 Introduction -- 1.2 Reinforcement Contingencies -- 1.3 Behavior Analysis and the Teaching of Reading and Writing -- 1.4 Behavior Analysis and the Teaching of Reading and Writing -- 1.5 Minimum Units of Textual Stimulus Control -- 1.6 Textual Behavior and Reading -- 1.7 Writing -- 1.8 Reading and Writing as a Network of Relationships -- 1.9 Networks of Relationships and Recombination of Units -- 1.10 Reinforcement for Reading and Writing Behaviors -- 1.11 School Contingencies That May Promote Learning to Read and Write -- References -- Chapter 2: Mapping of Brazilian Studies on Reading and Writing Based on the Equivalence Paradigm -- 2.1 Introduction -- 2.2 Search for Production on Reading and Writing -- 2.3 Selected Doctoral Dissertations, Master's Theses and Articles -- 2.4 Final Considerations -- References -- Chapter 3: The Stimulus Equivalence Paradigm and the Notion of Relational Networks in Teaching Reading and Writing: Contributions from Laboratories at UEL -- 3.1 Introduction -- 3.2 Stimulus Equivalence and the Teaching of Reading and Writing -- 3.3 Development and Evaluation of Technology for Teaching Reading and Writing: Studies Developed by LATEC Researchers -- 3.4 The Use of Educational Games for Teaching Reading and Writing: Studies Carried out by LADEJE Researchers -- 3.5 Final Considerations -- References -- Part II: Modules of the Teaching Program Learning to Read and Write in Small Steps -- Chapter 4: Teaching Irregular Words Through the Teaching Program Learning to Read and Write in Small Steps -- 4.1 Introduction -- 4.2 Module 2 -- 4.2.1 Initial Version of Module 2 - Folder-Catalogue -- 4.2.2 Progleit Offline Software Version.
4.2.3 Current Version of Module 2 - Online Application via GEIC -- 4.3 Studies Conducted with Module 2 -- 4.4 Final Considerations -- References -- Chapter 5: Teaching to Read Storybooks -- 5.1 Introduction -- 5.2 The Book as a Textual Unit -- 5.3 Module 3 - ALEPP -- 5.4 Analysis of Results Generated by Module 3 - ALEPP -- 5.5 Final Considerations -- References -- Chapter 6: Resources Needed to Expand the Program for Teaching Verbal Repertoires Toward Sentences -- 6.1 Introduction -- 6.2 Reading, Writing, Comprehension and Fluency of Words -- 6.3 An Overview of ALEPP Modules and the Proposition of a Sentence Teaching Module -- 6.4 Sentence Expansion -- 6.4.1 Semantic Relationships -- 6.4.2 Syntactic Relationships -- 6.4.3 Sentences as a Teaching Unit -- 6.4.3.1 Recent Studies with Sentence Teaching -- 6.5 Features of a Sentence Teaching Module -- 6.6 Final Considerations -- References -- Chapter 7: Teaching Relevant Prerequisites for Learning to Read and Write and Expanding the ALEPP Teaching Program -- 7.1 Introduction -- 7.2 Prerequisites for Learning to Read and Write -- 7.3 Learning Simple Regular Words: Procedures Involved in Teaching and Identification of Prerequisites -- 7.4 Description of a Proposed Module for Teaching Prerequisites for Reading and Writing -- 7.4.1 General Pre- and Post-test -- 7.4.2 Teaching Units 1 to 4 -- 7.4.3 Teaching Units 5 and 6 -- 7.4.4 Teaching Units 7 and 8 -- 7.4.5 Teaching Units 9 and 10 -- 7.5 Final Considerations -- References -- Part III: Studies with Different Populations -- Chapter 8: Teaching Reading and Writing to People with Intellectual Disabilities and the ALEPP Teaching Program -- 8.1 Introduction -- 8.2 ALEPP and Intellectual Disability (ID) -- 8.3 Application of ALEPP with Children with DI in Laboratory and School Settings. 8.4 Application of ALEPP with Young People and Adults with DI in Residential and School Settings -- 8.5 ALEPP and DI: Proposition of Special Modules -- 8.6 Possibilities of Teaching Reading and Writing to Children, Young People, and Adults with ID in Various Settings: Discussion on Mapped Studies -- 8.7 Final Considerations -- References -- Chapter 9: People with Hearing Loss: Effects of Reading Instruction on Vocal Verbal Repertoire -- 9.1 Introduction -- 9.2 Teaching Programs and the Communication Needs of People with Hearing Loss and Cochlear Implants: A Brief Review -- 9.2.1 Literature Review -- 9.2.2 Programs for Teaching Communicative Repertoires in People with Hearing Loss -- 9.3 Criteria for Evidence-Based Practice and Single Subject Design in Communication Research -- 9.4 Equivalence Based Instruction (EBI) as a Methodological Proposal for Teaching Verbal Repertoires -- 9.4.1 Equivalence Relations Paradigm -- 9.4.2 Equivalence-Based Learning and Teaching Technologies -- 9.5 Effects of EBI on Expressive Repertoires and Speech Accuracy in Children with Hearing Loss and Cochlear Implants -- 9.6 Final Considerations -- References -- Chapter 10: Effect of Teaching Phonemes from Pseudo-Alphabets on the Emergence of Recombinative Reading in Adults -- 10.1 Introduction -- 10.2 Control by Minimal Units -- 10.3 Effect of Directly Training Phonemes on the Emergence of Recombinative Reading -- 10.4 Final Considerations -- References -- Chapter 11: Learning to Read and Write in Adults: Contributions of Behavior Analysis -- 11.1 Introduction -- 11.2 Research on Adult Reading and Writing -- 11.3 Adult Reading Unit -- 11.4 Learning Words with Simple Syllables Using ALEPP: Application with Adult Participants -- 11.5 Final Considerations -- References -- Chapter 12: Teaching Reading with Comprehension to Public School Students -- 12.1 Introduction. 12.2 The Project -- 12.2.1 Team Composition and Dynamic -- 12.2.2 Team Training -- 12.2.3 Assessments and Interventions -- 12.3 Results -- 12.3.1 Assessing Reading and Writing Repertoire -- 12.3.2 Effect of the Interventions -- 12.3.3 Other Important Results -- 12.4 Final Considerations -- References -- Part IV: Possible Dialogues with Other Areas of Knowledge -- Chapter 13: Differential Diagnosis of Specific Reading and Writing Disorders: Speech, Language and Hearing Sciences Contributions -- 13.1 Introduction -- 13.2 Specific Reading and Writing Disorders -- 13.3 Differential Diagnosis for Specific Learning Disorders -- 13.4 Prevalence and Etiological Aspects of Specific Learning Disorders -- 13.5 Assessing Reading and Writing -- 13.5.1 The Involvement of Professionals in the Diagnosis of Specific Learning Disabilities -- 13.6 Final Considerations -- References -- Chapter 14: A Dialogue on Reading: The Perspectives of Bloomfield's Linguistics and Behavior Analysis -- 14.1 The Problem of Illiteracy, a Guideline for Tackling It and a Critique of the Status Quo -- 14.2 Conception and Method of Reading Instruction in Bloomfield's Linguistics -- 14.2.1 Conception -- 14.2.2 Method -- 14.2.2.1 General Aspects -- 14.2.2.2 Teaching Procedures -- 14.2.2.3 Characteristics of Teaching Materials: The Continuum from Regularity to Irregularity of Grapheme-Phoneme Relations, Unity, and Sequence of Teaching -- 14.2.2.4 Characteristics of Instructional Materials and Their Influence on the Reading of New Words -- 14.2.2.5 Limitations of the Method -- 14.3 Conception and Method of Reading Instruction in Behavior Analysis -- 14.3.1 Conception -- 14.3.2 Method: How to Teach According to Skinner -- 14.3.2.1 General Characteristics of Teaching -- 14.3.2.2 Teaching Procedures -- 14.3.2.3 Principles and Guidelines for Programming Instruction. 14.3.2.4 Programming Teaching: The Development of Instructional Materials -- 14.3.2.5 Textual Units of Teaching and Learning and the Reading of New Words -- 14.4 Final Considerations: A Dialogue on Reading -- References -- Chapter 15: The Paulo Freire "Method" in a Behavioral Reading of the Alphabetization -- 15.1 Introduction -- 15.2 Literacy for Behavior Analysis -- 15.3 Description of the Literacy Experience Using the Paulo Freire Method -- 15.3.1 The Elaboration -- 15.3.2 The Implementation: The Meetings in the Culture Circles -- 15.4 Behavioral Analysis of Full Elements of the Paulo Freire Method -- 15.4.1 The Use of Psychological Tests -- 15.4.2 Structuring Teaching in Small Steps, Starting from the Learner's Repertoire and Keeping Under Control of the Learner's Behavior -- 15.4.3 Establishment of Motivational Operations and Use of Natural and Conditioned Reinforcers -- 15.5 Behavioral Analysis of Aspects of the "Teaching Methodology" of the Method -- 15.5.1 Behavioral Analysis of the Pedagogical Attitudes Adopted by Educators -- 15.5.2 Dialogue as a Condition for Teaching Critical Thinking -- 15.6 Final Considerations -- References -- Index. |
| Record Nr. | UNINA-9910751384003321 |
Albuquerque Alessandra Rocha de
|
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| Cham : , : Springer International Publishing AG, , 2023 | ||
| 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-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 | ||
| ||
Putting PIRLS to Use in Classrooms Across the Globe : Evidence-Based Contributions for Teaching Reading Comprehension in a Multilingual Context
| Putting PIRLS to Use in Classrooms Across the Globe : Evidence-Based Contributions for Teaching Reading Comprehension in a Multilingual Context |
| Autore | Bruggink Marian |
| Pubbl/distr/stampa | Cham, : Springer International Publishing AG, 2022 |
| Descrizione fisica | 1 online resource (120 p.) |
| Altri autori (Persone) |
SwartNicole
van der LeeAnnelies SegersEliane |
| Collana | IEA Research for Educators |
| Soggetto topico |
Education
Language teaching & learning (other than ELT) Language: reference & general Teacher training Comprensió de la lectura Ensenyament de la llengua |
| Soggetto genere / forma | Llibres electrònics |
| Soggetto non controllato |
Reading comprehension in multilingual classrooms
Didactic principles in reading comprehension Scientific insights in reading comprehension teaching reading comprehension multilingual reading comprehension Practical guidance for teachers Using PIRLS to improve teaching reading comprehension Good practices teaching reading comprehension Didactic approaches for reading comprehension Example lessons for reading comprehension Skills and knowledge for understanding texts good readers in modern-day society PIRLS framework reading comprehension theory |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Altri titoli varianti | Putting PIRLS to Use in Classrooms Across the Globe |
| Record Nr. | UNINA-9910567788403321 |
|
Bruggink Marian
|
||
| Cham, : Springer International Publishing AG, 2022 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
