عنوان
پدید آورنده
موضوع
رده
LC4028 .C66 2018eb
LC4028
.
C66
2018eb
کتابخانه
محل استقرار
INTERNATIONAL STANDARD BOOK NUMBER
(Number (ISBN
1681250799
(Number (ISBN
1681250810
(Number (ISBN
9781681250793
(Number (ISBN
9781681250816
Erroneous ISBN
9781681250595
TITLE AND STATEMENT OF RESPONSIBILITY
Title Proper
Effective literacy instruction for learners with complex support needs /
General Material Designation
[Book]
First Statement of Responsibility
edited by Susan R. Copeland, Ph. D., BCBA-D, University of New Mexico and Elizabeth B. Keefe, Ph. D., University of New Mexico, with invited contributors.
EDITION STATEMENT
Edition Statement
Second edition.
.PUBLICATION, DISTRIBUTION, ETC
Place of Publication, Distribution, etc.
Baltimore, Maryland :
Name of Publisher, Distributor, etc.
Paul H. Brookes Publishing Co.,
Date of Publication, Distribution, etc.
[2018]
PROJECTED PUBLICATION DATE
Date
1812
PHYSICAL DESCRIPTION
Specific Material Designation and Extent of Item
1 online resource (xviii, 381 pages)
GENERAL NOTES
Text of Note
2007 edition title: Effective literacy instruction for students with moderate or severe disabilities.
INTERNAL BIBLIOGRAPHIES/INDEXES NOTE
Text of Note
Includes bibliographical references and index.
CONTENTS NOTE
Text of Note
Intro; Title Page; Copyright; Contents; About the Forms; About the Editors; About the Contributors; Acknowledgments; Introduction; Section 1: The Foundations of Literacy as a Human Right; Chapter 1. Literacy for All; What Is Literacy?; The Power of Literacy; Literacy for Learners With Complex Support Needs; Guidelines for Literacy Instruction; Chapter 2. Developing Language and Communication; Learning to Communicate: Monica; Navigating Literacy in Multiple Forms; What Is Communication?; Levels of Communication Development; What Is Language?
Text of Note
Challenges in Developing Communication, Language, and LiteracyPromoting Communication, Language, and Literacy; Chapter 3. Addressing Cultural and Linguistic Diversity in Language and Literacy Instruction; A True 21st-Century Child: Vicente; Language Variation Is a Normal Part of the Human Condition; Terms Used to Describe Different Groups of Students; Different Avenues to Bilingual Development; The Case for Supporting Bilingualism for Students With Complex Support Needs; Planning Instruction for English Language Learners With Complex Support Needs.
Text of Note
Chapter 4. Inclusive Literacy Instruction: State and National Standards and BeyondHigh Expectations for All Students; The Purpose of Educationâ#x80;#x94;Or, What Do You Believe and Why Does It Matter?; Understanding the Standards; Implementing Standards: Opportunity to Learn; Typical Literacy Instruction With Universal Design for Learning; But What About the Individualized Education Program?; Chapter 5. Creating Accessible, Rich, and Engaging Literacy Environments; Two Classrooms; Overview: Universal Design for Learning; Accessible Literacy Tools; Information Processing in Classroom Environments.
Text of Note
Specific Instructional ExamplesPutting It All Together to Create a Universal Design for Learning Classroom; Section 2: Evidence-Based Comprehensive Literacy Instruction; Chapter 6. Getting the Point: Comprehension Instruction; What Is Reading Comprehension?; Assessing Comprehension Skills; General Principles of Reading Comprehension Instruction; Planning Instruction: Strategies to Use Before, During, and After Reading; Chapter 7. A Broader Approach to Fluency; Learning to Read: Emma; What Is Reading Fluency and Why Is It Important?
Text of Note
Toward a Theory of Reading Fluency for Students With Moderate and Severe DisabilitiesAssessment of Reading Fluency; Fluency Instruction; Chapter 8. Words, Glorious Words!; The Importance of Vocabulary Instruction; What Is Vocabulary?; Research on Vocabulary Instruction for Students With Complex Support Needs; Considerations for Assessment: What Does It Mean to â#x80;#x9C;Knowâ#x80;#x9D; a Word?; Instructional Practices: Setting Goals and Choosing Words; Instructional Practices: Teaching Vocabulary; Chapter 9. Whatâ#x80;#x99;s the Word? Word Recognition Instruction; Word Recognition: A Means to an End.
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8
8
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SUMMARY OR ABSTRACT
Text of Note
Effective Literacy Instruction for Learners with Complex Support Needs provides critical information on effective literacy instruction with a multitude of practical examples. Since publication of the first edition in 2007, there has been an upsurge in research on literacy instruction for ages K-12. Because practice in the classroom does not always reflect this new knowledge, Copeland and Keefe have updated this reference to be applicable to students with a variety of disabilities, including autism, intellectual disabilities, and multiple disabilities requiring complex support needs. New to thi.
OTHER EDITION IN ANOTHER MEDIUM
Title
Effective literacy instruction for learners with complex support needs.
International Standard Book Number
9781681250595
TOPICAL NAME USED AS SUBJECT
Language arts-- Remedial teaching-- United States.
Students with disabilities-- Education-- United States.
Language arts-- Remedial teaching.
Students with disabilities.
GEOGRAPHICAL NAME USED AS SUBJECT
United States.
7
DEWEY DECIMAL CLASSIFICATION
Number
372
.
43
Edition
23
LIBRARY OF CONGRESS CLASSIFICATION
Class number
LC4028
Book number
.
C66
2018eb
PERSONAL NAME - ALTERNATIVE RESPONSIBILITY
Copeland, Susan R.
Keefe, Elizabeth B.
ORIGINATING SOURCE
Date of Transaction
20200823052123.0
Cataloguing Rules (Descriptive Conventions))
pn
ELECTRONIC LOCATION AND ACCESS
Electronic name
مطالعه متن کتاب [Book]
Y
