Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives. Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling. The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.
Authors: Anne McGill-Franzen, Richard L. Allington
Categories: Education
Type: BOOK - Published: 2010-11-01 - Publisher: Routledge
Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional
Authors: Beth C. Gamse, Robin Tepper Jacob, Megan Horst, Beth Boulay, Fatih Unlu
Categories: Education
Type: BOOK - Published: 2008 - Publisher:
This document provides an executive summary of "Reading First Impact Study. Final Report. NCEE 2009-4038." The final report presents findings from the third and final year of the Reading First Impact Study (RFIS), a congressionally mandated evaluation of the federal government's initiative to help all children read at or above
Type: BOOK - Published: 2017-01-02 - Publisher: Guilford Publications
"This edition provides a transformative snapshot of reading comprehension as a field of study at a seminal moment. It maintains the same high level of standards with respect to (1) historical perspectives useful for laying the foundation of study on reading comprehension; (2) theoretical perspectives that allow the reader to
Authors: Beth C. Gamse, Robin Tepper Jacob, Megan Horst, Beth Boulay, Fatih Unlu
Categories: Education
Type: BOOK - Published: 2008 - Publisher:
This report presents findings from the third and final year of the Reading First Impact Study (RFIS), a congressionally mandated evaluation of the federal government's initiative to help all children read at or above grade level by the end of third grade. The No Child Left Behind Act of 2001
Authors: United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies
Categories: United States
Type: BOOK - Published: 2005 - Publisher:
Books about Departments of Labor, Health and Human Services, Education, and Related Agencies Appropriations for 2006