But the success stories are too few in number, and most schools have too little to show for their efforts. What accounts for the difference? What are successful schools doing that sets them apart?
Author: Susan L. Hall
Why aren't more schools seeing significant improvement in students' reading ability when they implement Response to Intervention (RTI) or Multitiered Systems of Support (MTSS) in their literacy programs? These frameworks serve as a way for educators to identify struggling readers and provide the small-group instruction they need to improve their skills. But the success stories are too few in number, and most schools have too little to show for their efforts. What accounts for the difference? What are successful schools doing that sets them apart? Author and education consultant Susan Hall provides answers in the form of 10 success factors for implementing MTSS. Based on her experience in schools across the United States, she explains the "whys" and "hows" of Grouping by skill deficit and using diagnostic assessments to get helpful data for grouping and regrouping. Implementing an instructional delivery model, including the "walk-to-intervention" model. Using intervention time wisely and being aware of what makes intervention effective. Providing teachers with the materials they need for effective lessons and delivering differentiated professional development for administrators, reading coaches, teachers, and instructional assistants. Monitoring progress regularly and conducting nonevaluative observations of intervention instruction. Practical, comprehensive, and evidence-based, 10 Success Factors for Literacy Intervention provides the guidance educators need to move from disappointing results to solid gains in students' literacy achievement.
... Amy J. Heineke and Jay McTighe (#118084) 10 Success Factors for Literacy Intervention: Getting Results with MTSS in Elementary Schools by Susan L. Hall
(#118015) For up-to-date information about ASCD resources, go to www.ascd.
Author: Lori Helman
Within today's multilingual communities, a growing percentage of students are emergent bilinguals—bringing to school a home language other than English and thus poised to become bilingual as they acquire the new language. As a result, school leaders need to have essential background knowledge and a wealth of strategies at their fingertips to ensure that all students are prepared for college, career, and civic engagement. In Learning in a New Language, author Lori Helman offers educational leaders a comprehensive and accessible guide to best practices for supporting students from culturally and linguistically diverse backgrounds in a school environment that embraces equity. Helman discusses: *Changing demographics that require educational leaders to enlarge and enhance their approaches *The importance of engaging families in forming a cohesive school community that contributes to student success *Fundamental approaches to creating equity for linguistically diverse students in the school change process *The role of language in academic learning and what makes learning in a new language unique *Evidence-based strategies for literacy and content-area classrooms *Practical tips for where to start in supporting emergent bilinguals in the classroom, and presents dozens of online resources for further exploration. The responsibilities of educational leaders continue to expand as they work toward managing school sites and ensuring equity of student opportunity and achievement. Helman provides a one-stop resource for the foundational knowledge and practical guidance needed to strategically take on these responsibilities.
Table 10–1 lists book convention, print convention, and print form concepts often
acquired during the emergent literacy period. Children at Risk for Reading
Problems Although many children readily acquire the emergent literacy skills
necessary for reading success, including competencies ... This occurs as a result
of factors intrinsic to the child, which prevent a child from benefiting from literacy
Author: Laura M. Justice
Publisher: Plural Publishing
This seminal text provides a scholarly overview of evidence-based approaches to emergent literacy intervention as a necessary component of clinical practice in speech-language pathology. Numerous books are available on the topic of emergent literacy, yet few are developed specifically for the speech-language pathologist. The scope of this book is comprehensive yet focused: it is tailored to identify state-of-the-art approaches on a range of topics in the area of emergent literacy, yet focuses its emphasis on children from toddlerhood to kindergarten. This period corresponds to the emergent literacy years, which precedes children’s transition to beginning reading. Each chapter provides scientifically cited background information relevant to the content of the chapter before discussing the "How To" and the "Why." Figures, tables, and charts throughout the text are easily accessible to the busy practicing clinician. By providing a usable integration of theory and research, it encourages readers to think about building early foundations in literacy to promote healthy early development, and emphasizes the specific approaches speech-language pathologists need to employ when targeting literacy in childhood intervention. Designed for speech-language pathologists at both pre-professional and post-graduate levels, the book will also be of value to reading specialists, literacy coaches, special educators, preschool and kindergarten teachers, and others.
Grounded in the belief that all students can learn to read and write print, this book is a thorough yet practical guide for teaching students with significant disabilities.
Author: Karen Erickson
Publisher: Brookes Publishing Company
Grounded in the belief that all students can learn to read and write print, this book is a thorough yet practical guide for teaching students with significant disabilities. It explains how to provide comprehensive literacy instruction addressing these students' needs, whether they are emergent readers and writers or students acquiring conventional literacy skills. General and special educators, speech-language pathologists, and other professionals will find concise research synopses and theoretical frameworks, practical lesson formats, guidance on incorporating assessment and using assistive technology, and more.
Erstmals werden auch Ergebnisse aktueller Forschungsprojekte in Deutschland und Österreich gebündelt vorgestellt und daraus folgende Interventionserfordernisse und -ansätze zur Förderung von Health Literacy in den unterschiedlichsten ...
... and thus are likely to be influenced by many factors in addition to achievement.
Brief interventions as exemplified by Study One's 10-week trial, no matter how successful at raising performance on achievement measures, probably will have
Author: Zhang, Felicia
Publisher: IGI Global
Provides comprehensive coverage of successful translation of language learning designs utilizing ICT in practical learning contexts. Offers the latest knowledge related to research on computer-enhanced language acquisition and learning.
The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the early years.
Author: David K. Dickinson
Publisher: Guilford Press
Category: Language Arts & Disciplines
Current research increasingly highlights the role of early literacy in young children's development--and informs practices and policies that promote success among diverse learners. The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the early years. Volume 2 provides additional perspectives on important topics covered in Volume 1 and addresses critical new topics: the transition to school, the teacher-child relationship, sociodramatic play, vocabulary development, neuroimaging work, Vygotskian theory, findings from international studies, and more.
Accordingly , this study explored the linkage connecting literacy achievement
with classroom curriculum for 16 students ... traits , barriers , career paths ,
motivators , and other factors that contribute to the success of 10 special
education teachers . A second purpose was to describe the advice that these 10 successful special education teachers have for their protégés . ... specifically , two
multiple probe multiple baselines across subjects , to evaluate the effects of the
RRFC intervention .
Aryan van der Leij In industrialized societies, the demands on the degree of
functional literacy of individuals are great. ... reason have not received sufficient
education, it is clear that the success ratio of educational systems of
industrialized ... A conservative estimate indicates that about 10 % of the adult
population may be called functionally illiterate, despite at least ... Generally, it can
be said that these origins range from endogenous factors like dyslexia and
general low intelligence to ...
Author: Ludo Verhoeven
Publisher: John Benjamins Publishing
Category: Language Arts & Disciplines
The purpose of the volume is to open up new perspectives in the study of literacy by bringing together current research findings from linguistics, psychology, sociology and anthropology. The book divides into five parts. The first part deals with theoretical questions related to the definition and the modeling of the construct of functional literacy. The second part goes into the notion of literacy development. Both societal and individual aspects of literacy development are taken into account. In the next two parts the actual achievement of literacy in various regions of the world is dealt with. In part 3 the focus is on attaining literacy in developing societies, and in part 4 on attaining literacy in industrialized societies. In the final part the question is raised how functional literacy can be promoted through education. Starting from a cross-cultural perspective the central issue is how standards of functional literacy can be established throughout the world.
intervention returned to its treatment focus with selected prevention messages. ...
identifying success factors such as including stable and supportive networks and
political and infrastructural resources, engagement of ... Compare this engaged
radio input to the 3% literacy rate by individual women, which would prevent any
substantial engagement with print messages. ... Averaged over several waves,
from 9:00 a.m. to 10:00 a.m., 19% listened to their radios, and 60% of those
Author: Ronald E. Rice
Publisher: SAGE Publications
Category: Language Arts & Disciplines
In this new, fully revised and expanded fourth edition of Public Communication Campaigns, Rice and Atkin provide readers with a comprehensive, up-to-date look into the field of public communication campaigns. The subject of campaigns has become increasingly high profile in the academic world in the decade since the last edition, and hundreds of new studies on campaign theory and practice have been published since 2001. Largely rewritten to reflect the latest theories and research, this text continues in the tradition of ongoing improvement and expansion into new areas.
Author: Great Britain: Parliament: House of Commons: Committee of Public AccountsPublish On: 2008-02-07
Evidence from countries such as the Netherlands shows that early intervention is
a key success factor in helping people with complex needs into ... Departmental
evaluation found that the number of programme participants who find work within 10 . ... to help people who lack literacy , numeracy and employability skills .
Author: Great Britain: Parliament: House of Commons: Committee of Public Accounts
Publisher: The Stationery Office
The UK has an employment rate of 74.4%, with some 3 million workless households. In such households some 80% comprise of adults who are not seeking active work, with an estimated cost to the Exchequer of £12.7 billion in welfare benefits. The Government has a target employment level of 80%, which means finding work for 2 million people, including 1 million people on incapacity benefits and 0.3 million lone parents. This Committee of Public Accounts report (HCP 301, ISBN 9780215513465) examines the efforts to help people from workless households into work, and sets out a number of conclusions and recommendations, including: the Department of Work and Pensions introduced New Deal programmes to help people into work, the Committee believes that such programmes need more flexibility and earlier intervention with targeted support for those wanting to return to work; that the cost of getting people into work through the Department's employment programmes is higher than subsequent savings generated; that outreach services for workless people does not reflect the fact that 60% of workless households are concentrated in 40 districts across the UK; that recipients of incapacity benefit receive statutory sick pay for 6 months before being offered any support in returning to work, the Committee believes earlier support for people is essential for people claiming statutory sick pay; the Department could not confirm how many of the 2.9 million people who started a New Deal programme were still participating or what proportion of workless households chose not to work rather than being out of work due to personal circumstances and that the Department needs such information to inform future strategies. For the NAO report on this subject, see (HCP 609, session 2006-07, ISBN 9780102947328).
In other words, phonologic awareness skills developed in L1 transfer to L2 and
facilitate L2 literacy development. ... An important factor here may be the type of
phonologic skill in question. ... first language, who received specific phonologic
awareness intervention showed improvement in their reading ability. ... If they do
not have a strong language base in discrete language skills in L1, they may
require as many as 7 to 10 years to acquire academic language in L2 to support literacy.
Author: Dolores E. Battle
Publisher: Elsevier Health Sciences
Written by some of the top researchers and clinicians in the field, Communication Disorders in Multicultural Populations, 4th Edition offers an in-depth look at the major cultural groups in the U.S. and the issues concerning their communication development, common disorders, and treatment options. This fourth edition features a wealth of updates and new features — including the latest research and added coverage of communication issues in countries such as Australia, China, Canada, and Brazil — to give speech-language pathology students and speech-language pathologists a balanced and global perspective on the most topical multicultural communication issues of today. Comprehensive coverage focuses on a wide variety of cultural and age populations. Cutting-edge research and data offer up-to-date discussions based on the latest studies in multiculturalism as it relates to the SLP and AuD professions. Diverse panel of expert authors include some of the top researchers and clinicians in the field. Additional resources provide a focused listing of print and electronic sources at the end of each chapter to support more in-depth study of a particular subject. Chapter on international perspectives tackles issues in countries such as Australia, Canada, China, and Brazil to give you a more global understanding of communication disorders. The latest statistics from the 2010 U.S. Census report offers the most current data available. Increased content on older adults covers the multicultural issues, voice disorders, and neurogenic disorders particular to this important demographic. Case studies give you practice solving realistic clinical problems. Chapter overview and conclusion outline the key information in each chapter and serve as a checklist for content mastery.
Author: Khosrow-Pour, D.B.A., MehdiPublish On: 2008-12-31
... low literacy levels and cultural factors (like the intervention of Sorry Business) 10 are barriers, E-solutions that optimise ... election officials who understand
cultural issues this technology is likely to be more successful than the current
Author: Khosrow-Pour, D.B.A., Mehdi
Publisher: IGI Global
"This book sheds light on how e-government technologies are shaping today's knowledge society from the ground roots of the citizen experience to the supreme level of policy and decision making"--Provided by publisher.
Ithas been estimated that 10%to12% of the students in Englishspeaking
countries have reading problems of sufficient severity toinhibit successful
acquisition of contentarea informationandthat thispercentage increasesto
morethan50% in manyof ... atrisk readerinsteadof atriskstudentbecause it putsour
focuson abehavior thatisamenableto school intervention, rather than a ...
Students can be atrisk of school failure duetoreading problems that arisefromany
oneof arange of factors orfrom ...
Author: David Reinking
The major shift going on today in the technologies of reading and writing raises important questions about conventional conceptions of literacy and its role in education, society, and culture. What are the important characteristics of electronic forms of reading and writing distinguishing them from printed forms? To what extent and in what ways is literacy being transformed by new technologies? This central question is addressed in this volume from diverse, multidisciplinary perspectives. The contributing authors focus on a guiding question in one of the following areas, which correspond to the major sections of the book: *Transforming Texts. What are the new differences between printed and electronic texts, and what are the implications of new textual forms for defining literacy, especially in regard to teaching and learning in schools? *Transforming Readers and Writers. How do electronic reading and writing change conceptualizations of literacy development from childhood through adulthood? *Transforming Classrooms and Schools. What are the effects of introducing new reading and writing technologies into schools and classrooms? *Transforming Instruction. How can instruction be adapted in response to the changing literacy landscape, and how can teachers and students exploit forms of reading and writing to enhance teaching and learning? *Transforming Society. What are the broad societal implications of the increasing prevalence of electronic forms of reading and writing? *Transforming Literacy Research. What are the questions that must be addressed as digital reading and writing become more common, and what approaches to research will be most useful in addressing those questions? This volume is the result of an interactive process. The contributors met as a group to discuss drafts of their chapters at a one-day meeting convened and sponsored by the National Reading Research Center, and had read each others' chapters prior to this gathering. That meeting was followed by a two-day conference attended by approximately 180 researchers, educators, and policymakers who responded to an open invitation to present papers and to attend sessions focusing on the six major themes of the book. Contributors then revised their chapters based on interactions with fellow contributors, conference participants, and volume editors. Thus, this work is more than just a compilation of the individual authors' views. Rather, it represents a synthesis of a broad range of current thinking about how literacy is being and may be transformed by technology.
Author: Carol McDonald ConnorPublish On: 2016-02-26
The book combines research into basic cognitive processes—genetics, perception, memory, executive functioning, and language—with an investigation of the effects that context and environment have on literacy outcomes, making clear how ...
Author: Carol McDonald Connor
Learning to read may be the most complex cognitive operation that children are expected to master, and the latest research in cognitive development has offered important insights into how children succeed or fail at this task. The Cognitive Development of Reading and Reading Comprehension is a multidisciplinary, evidence-based resource for teachers and researchers that examines reading comprehension from a cognitive development perspective, including the principal theories and methods used in the discipline. The book combines research into basic cognitive processes—genetics, perception, memory, executive functioning, and language—with an investigation of the effects that context and environment have on literacy outcomes, making clear how factors such as health, family life, community, policy, and ecology can influence children’s cognitive development.