Moving From Research to Practice
Professional Development to Promote Effective Teaching of Early Reading: A Special Issue of Learning Disabilities Research and Practice
Published on 1. November 1999
Book
Paperback/Softback
88 pages
978-0-8058-9778-4 (ISBN)
Description
This special issue presents six research efforts to examine professional development models for improving early literacy instruction and documents student results associated with each model. In all cases the models take a preventive approach focused on improving the knowledge and practices of general and special education teachers in order to support documented effective instruction in phonological awareness, alphabetic understanding, word analysis, and oral reading fluency. These efforts are consistent with recent calls by the Office of Special Education and Rehabilitation Services to focus research on school-based models of literacy improvement, to provide all children with access to the general education curriculum.
More details
Language
English
Place of publication
Mahwah
United States
Publishing group
Taylor & Francis Inc
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 279 mm
Width: 216 mm
ISBN-13
978-0-8058-9778-4 (9780805897784)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Content
Volume 14, Number 4, 1999
Contents: D.J. Chard, C.S.Bos, Introduction to the Special Issue. S.V. Dickson, W. D. Bursuck, Implementing a Model for Preventing Reading Failure: A Report From the Field. R.E. O'Connor, Teachers Learning Ladders to Literacy. D. McCutchen, V.W. Berninger, Those Who Know, Teach Well: Helping Teachers Master Literacy-Related Subject-Matter Knowledge. C.S. Bos, N. Mather, R.F. Narr, N. Babur, Interactive, Collaborative Professional Development in Early Literacy Instruction: Supporting the Balancing Act. S. Baker, S. Smith, Starting Off on the Right Foot: The Influence of Four Principles of Professional Development in Improving Literacy Instruction in Two Kindergarten Programs. J.B. Jackson, J.R. Paratore, D.J. Chard, S. Garnick, An Early Intervention Supporting the Literacy Learning of Children Experiencing Substantial Difficulty.
Contents: D.J. Chard, C.S.Bos, Introduction to the Special Issue. S.V. Dickson, W. D. Bursuck, Implementing a Model for Preventing Reading Failure: A Report From the Field. R.E. O'Connor, Teachers Learning Ladders to Literacy. D. McCutchen, V.W. Berninger, Those Who Know, Teach Well: Helping Teachers Master Literacy-Related Subject-Matter Knowledge. C.S. Bos, N. Mather, R.F. Narr, N. Babur, Interactive, Collaborative Professional Development in Early Literacy Instruction: Supporting the Balancing Act. S. Baker, S. Smith, Starting Off on the Right Foot: The Influence of Four Principles of Professional Development in Improving Literacy Instruction in Two Kindergarten Programs. J.B. Jackson, J.R. Paratore, D.J. Chard, S. Garnick, An Early Intervention Supporting the Literacy Learning of Children Experiencing Substantial Difficulty.