In early Victorian England, there was an intense debate about whether government involvement in the provision of popular elementary education was appropriate.
This book showcases interviews with nine women who have made pioneering contributions to social semiotics and systemic functional linguistics (SFL), highlighting how these women have taken the discipline into new and innovative directions, and the enduring impact of their work.
The Universal Design for Learning (UDL) framework has grown from its origins in special education to being widely used to support all students, making the fully rewritten second edition of this indispensable guide more relevant than ever.
This book explores Guided Inquiry Design(R), a simple, practical model that addresses all areas of inquiry-based learning and sets the foundation for elementary-age students to learn more deeply.
Academics Writing recounts how academic writing is changing in the contemporary university, transforming what it means to be an academic and how, as a society, we produce academic knowledge.
The Yuanpei program is an institution wide curriculum innovation, modeling on the core curriculum in Harvard which is committed to carrying out general education.
Now in a revised and expanded third edition, this important resource helps teachers understand how good readers comprehend text and how best to support students who are struggling.
This volume examines the unique characteristics of akshara orthography and how they may affect literacy development and problems along with the implications for assessment and instruction.
Between about 1830 and the outbreak of the First World War, print culture, reading, and writing transformed cultural life in Western Europe in many significant ways.
This book provides a rich and nuanced examination of children learning to read and write a second language in primary schools in Kenya, taught by teachers who themselves have often learned English as a second or third language.
A Theory of Literate Action makes a significant contribution to the field and enriches and deepens our perspectives on writing by drawing together such varied and wide-ranging approaches from social theory and the social sciences-from psychology, to phenomenology, to pragmatics-and demonstrating their relevance to writing studies.
This book offers a comprehensive view of multimodal composing and literacies in multilingual contexts for ESL and EFL education in United States of America and globally.
Applying a languaging perspective, this volume frames the teaching and learning of literacy, literature, language, and the language arts as social and linguistic actions that generate new questions to make visible social, cultural, psychological, linguistic, and educational processes.
Through critical sociological appraisals of literary theory, research and pedagogy, this volume presents challenges to dominant psychological approaches in reading research and to mainstream discourses about reading and writing pedagogy.
Die empirische Studie (N = 657) geht den Fragen nach, wie das Integrieren von Kommas beim Schreiben eigener Texte mit dem Einsetzen in vorgegebene Texte zusammenhängt und welche Faktoren die Schwierigkeit eines Kommas beeinflussen.
This book provides comprehensive coverage of the Korean alphabet, Hangul, and includes a synthesis of research findings relating to reading in the non-Roman alphabet.
Uno de los objetivos de este trabajo es profundizar en la observación de la dinámica del canon dentro de las historias de la literatura colombiana escritas entre 1867 y 1944.
This book proposes a relational turn in higher education by conceptualizing knowledge and pedagogy as relational and multimodal, analyzed through three dimensions of relationality: social, technological, and environmental.
This book shows how behavior analysis can be applied to teaching reading and writing to primary school students and to special populations, such as children with intellectual and hearing disabilities and illiterate adults.
This book proposes to expand multiliteracies frameworks in second language education, by recognizing that learning a new language and culture involves both designs and desires, the affects and emotions that feed our responses to particular ways of making meaning.
The Legacy of James Moffett is a valuable resource designed for classroom teachers, graduate students, scholars, and curriculum specialists in English, English education, and writing studies.
The ideal stage-specific companion to Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction In keeping with the authors' belief that the hands-on, word sorting approach to word study is invaluable to teachers and students alike, this volume presents prepared sorts and activities covering the full curriculum of word study for students who are in the emergent stage of spelling development.
With millions of people becoming multilingual writers in the globalized digital world, this book helps to empower writers to connect with their readers and project their identities effectively across languages, social contexts, and genres.
Beyond Standardized Truth, included in the Principles in Practice imprint, is the result of the authors own efforts to bridge the gap between valuing reading and being able to respond with appropriate instruction or evaluate growth in reading.
This volume offers an updated analysis of the methodology of reading and reading research since 1995, when the landmark book Verbal Protocols of Reading: The Nature of Constructively Responsive Reading by Michael Pressley and Peter Afflerbach was published.
This monograph offers a novel investigation of the Edwardian picture postcard as an innovative form of multimodal communication, revealing much about the creativity, concerns and lives of those who used postcards as an almost instantaneous form of communication.
This book charts the connections between the language of journalism in England and its social impact on audiences and social and political debates from the first emergence of periodical publications in the seventeeth century to the present day.
This volume provides an original theoretical and practical discussion around language ontology, social theory, ethics, and pedagogy to enhance socially committed teaching and scholarship in Higher Education.
This book illustrates the latest developments in literacy and language assessment in the digital context, and subsequently presents a rigorous validation study on a newly proposed form of assessment (scenario-based assessment, SBA) that seeks to respond to the contextual change of literacy activities.
For decades early childhood educators in high-quality programs have understood that the transition into reading and writing occurs naturally when young children are surrounded by opportunities to interact with print in ways that are meaningful to them.
