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The purpose of this book is to communicate findings of a research synthesis investigating the bases of reading failure and the curricular and instructional basics to help guide the design and advancement of children's reading performance. The synthesis—completed by the National Center to Improve the Tools of Educators (NCITE) and sponsored by the U.S. Department of Education's Office of Special Education Programs—was conducted as part of NCITE's mission to improve the quality of educational tools that largely shape practice in American schools.
Examines research findings, organizes them into areas of coverage & outlines principles to apply research to instruc.
|2||Emergent Literacy: Research Bases||2|
|3||Emergent Literacy: Instructional and Curricular Basics and Implications||51|
|4||Phonological Awareness: Research Bases||61|
|5||Phonological Awareness: Instructional and Curricular Basics and Implications||129|
|6||Word Recognition: Research Bases||141|
|7||Word Recognition: Instructional and Curricular Basics and Implications||169|
|8||Vocabulary Acquisition: Research Bases||183|
|9||Vocabulary Acquisition: Instructional and Curricular Basics and Implications||219|
|10||Text Organization: Research Bases||239|
|11||Text Organization: Instructional and Curricular Basics and Implications||279|
|12||Metacognitive Strategies: Research Bases||295|
|13||Metacognitive Strategies: Instructional and Curricular Basics and Implications||361|