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Dyslexia. --- Reading, Psychology of. --- Language arts --- Word recognition. --- Remedial teaching.

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Brain-friendly strategies to help all students become lifelong readers Learning to read is more than just an educational issue; it's a social justice issue. Did you know that struggling readers are twice as likely as their peers to drop out of high school? Through time-tested, research-based neurocognitive teaching strategies, 10 Essential Instructional Elements for Students with Reading Difficulties will enable you to hone readers' skills and help students from all grade levels develop their ability to create meaning from print. Drawing from five key areas of neurocognitive research, Andrew Johnson provides a ten-point teaching strategy that encompasses vocabulary, fluency, comprehension, writing and more. A key resource for creating intervention plans for struggling readers, features include:- Information on the often-overlooked importance of emotions in the process of overcoming reading struggles- Strategies to promote voluntary reading, even for the most reluctant students- Useful resources such as graphic organizers, additional reading and writing activities, and QR codes that link to videos- Use these strategies today and you can count on more students leaving your classrooms as fluent, lifelong readers. "Dr. Johnson tells the story of reading in a logical and clear manner with a book that is excellently researched, immaculately referenced, and full of practical tips for the practitioner." Terry Bernstein, Former Senior Literacy Difficulties Specialist London Boroughs of Camden and Westminster, UK "This is the text I wish I had when I began to teach. Dr. Johnson clearly illustrates the process our brain uses to create meaning from text." Marty Duncan, Ed.D., Author and Former Educator.

Reading --- Reading disability. --- Cognitive psychology. --- Cognitive neuroscience. --- Eye --- Remedial teaching. --- Movement disorders.

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In deze map neemt de tweeling Suus en Luuk je mee door het thema herfst. Aan bod komt onder meer: regen, spinnen,... Spelenderwijs wordt een beroep gedaan op luisteren, praten, denken en doen met als doel de spraak- en taalontwikkeling te stimuleren. Deze map bevat oefensuggesties, kleurrijke illustraties en (zwart-wit)kopieerbladen. Specifieke aandacht is er onder andere voor: begrijpend luisteren, woordenschat en woordkennis, begrippenkennis (o.a. voorzetsels, tellen, tegenstellingen.), categoriseren, verwoorden en zinsvorming, taal-denkrelaties en verhaalopbouw. Gemaakt door logopedisten en direct inzetbaar voor iedereen die met taal bezig is. Het themaboek kan zowel in individuele setting als groepssetting ingezet worden.

Taal --- Spreken --- Luisteren --- Woordenschat --- Schoolbooks - Didactic material --- logopedie --- therapiemateriaal --- Auditief geheugen --- Logopedie --- Therapiemateriaal --- Taalvaardigheden --- Remedial Teaching --- Didactics of languages --- Didactics of Kindergarten

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This Brief provides the theoretical foundation of the Camp Sharigan program, while discussing its practical applications and summarizing research studies. It addresses the question often raised in literature and in school-based settings: What is the most effective way to teach children to read? Chapters explore a group-centered approach to correcting reading failure and offers research-based field studies to demonstrate the success of the Camp Sharigan method. The group-centered theory combines learning and counseling into the same program to strengthen education and mental health. In addition, creative-art therapy techniques are also explained and demonstrated. Featured topics in this Brief include: Vowel clustering and its use in improving phonemic awareness. Why group-centered prevention is better for teaching. The importance of cohesion and cohesive-learning in group-centered prevention. The use of individualized rotation to increase motivation and instruction in children who struggle to read. Teaching At-Risk Students to Read is as an essential resource for psychology and educational professionals as well as researchers and graduate students who are interested in improving teaching methods with at-risk students, reducing school dropout rates, increasing intrinsic motivation for struggling readers, changing to an effective method for teaching children to read, improving student engagement, and strengthening self-regulated learning. .

Psychology. --- Educational psychology. --- Education --- Social work. --- Child psychology. --- School psychology. --- Child and School Psychology. --- Educational Psychology. --- Social Work. --- Reading --- Remedial teaching. --- Remedial reading --- Reading, Psychology of --- Reading (Elementary) --- Reading disability --- Remedial teaching --- Developmental psychology. --- Psychology, Educational --- Psychology --- Child psychology --- Benevolent institutions --- Philanthropy --- Relief stations (for the poor) --- Social service agencies --- Social welfare --- Social work --- Human services --- Development (Psychology) --- Developmental psychobiology --- Life cycle, Human --- Education—Psychology. --- Psychology, School --- Psychology, Applied --- Behavior, Child --- Child behavior --- Child study --- Children --- Pediatric psychology --- Child development --- Developmental psychology

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Private supplementary tutoring, widely known as shadow education because of the way that it mimics mainstream schooling, has greatly expanded worldwide. It consumes considerable family resources, provides employment for tutors, occupies the time of students, and has a backwash on regular schools. Although such tutoring has become a major industry and a daily activity for students, tutors and families, the research literature has been slow to catch up with the phenomenon. The topic is in some respects difficult to research, precisely because it is shadowy. Contours are indistinct, and the actors may hesitate to share their experiences and perspectives. Presenting methodological lessons from diverse cultures, the book contains chapters from both high-income and low-income settings in Asia, Caribbean, Europe and the Middle East. Separately and together, the chapters present valuable insights into the design and conduct of research. The book will assist both consumers and producers of research. Consumers will become better judges of the strengths, weaknesses and orientations of literature on the theme; and producers will gain insights for design of instruments, collection of data, and interpretation of findings. The editors: Mark Bray is UNESCO Chair Professor in Comparative Education at the University of Hong Kong. Ora Kwo is an Associate Professor in the Comparative Education Research Centre at the University of Hong Kong. Boris Jokić is a Scientific Associate in the Centre for Educational Research and Development at the Institute for Social Research in Zagreb, Croatia.

Education. --- Tutors and tutoring. --- International education. --- Global education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Private tuition (Tutoring) --- Tutorial method in education --- Education --- Intellectual cooperation --- Internationalism --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Remedial teaching --- International and Comparative Education. --- Learning & Instruction. --- Sociology of Education. --- International education . --- Comparative education. --- Learning. --- Instruction. --- Educational sociology. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Learning process --- Comprehension --- Education, Comparative --- Aims and objectives --- History