What Reading Research Tells Us About Children With Diverse Learning Needs
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Alphabetic Understanding
awareness
background
Big Idea
Category=JMA
Category=JNU
Category=YPCA
conspicuous
Conspicuous Strategies
Curriculum Design Principles
decoding instruction
Diverse Learners
early literacy intervention
Emergent Literacy
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
evidence-based reading methods
Expository Text Structures
instructional design literacy
judicious
Judicious Review
Keyword Method
knowledge
learners
Letter Sound Correspondence
Main Character
Main Ideas Strategy
Meta Cognitive Component
Meta Cognitive Knowledge
Metacognitive Components
Metacognitive Knowledge
phonological
Phonological Awareness
Phonological Recoding
priming
Reading Acquisition
Reading Comprehension
reading difficulties intervention strategies
review
special education reading
Storybook Reading
strategies
Teaching Letter Sound Correspondences
Text Structure
vocabulary development strategies
Vocabulary Gap
Word Recognition
Product details
- ISBN 9780805825169
- Weight: 750g
- Dimensions: 152 x 229mm
- Publication Date: 01 Aug 1998
- Publisher: Taylor & Francis Inc
- Publication City/Country: US
- Product Form: Paperback
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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.
Deborah C. Simmons, Edward J. Kameenui
