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Writing Instruction to Support Literacy Success.
This volume will feature prominent researchers sharing evidence-based successes partnering with teachers in K-12 classrooms. It will have 3 sub-sections according to grade level appropriate instruction: K-3, 4-8, 9-12. As a result the book will have wide readership amongst educators in the early chi...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Bingley :
Emerald Group Publishing Limited,
2016.
|
| Colección: | Literacy research, practice and evaluation.
|
| Temas: | |
| Acceso en línea: | Texto completo Texto completo |
MARC
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| 100 | 1 | |a Ortlieb, Evan. | |
| 245 | 1 | 0 | |a Writing Instruction to Support Literacy Success. |
| 260 | |a Bingley : |b Emerald Group Publishing Limited, |c 2016. | ||
| 300 | |a 1 online resource (345 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Literacy Research, Practice and Evaluation ; |v v. 7 | |
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Front Cover; Writing Instruction to Support Literacy Success; Copyright Page; Contents; List of Contributors; About the Editors; Introduction; Rethinking Writing Products and Processes in a Digital Age; The Re-Membered Literacy Component; The High Stakes of Writing Development; Write Now; Theoretical Underpinnings of Writing; Writing as a Practice; A Shift toward Student-Centered Pedagogies; Maintaining the Motivation to Write; Opportunity and Challenge; Mixing the Process and Product Approaches; Digital Writing; Connecting Writing to Reading Today; References. | |
| 505 | 8 | |a Turning around the Progress of Struggling Writers: Key Findings from Recent ResearchDesign of Our Study; Participants; Sources of Data; Analysis; Findings; Key Feature of High Progress Students: Increasing Message Complexity; Teacher Support to Increase Message Complexity; Key Feature of High Progress Students: Improved Legibility; Teacher Support of Legibility; Key Feature of High Progress Students: Growing Independence; Teacher Support for Growing Independence; Increasing Responsibility to Use Sources of Knowledge; Creating Spaces for Problem-Solving; Practical Implications. | |
| 505 | 8 | |a Become familiar with linguistic complexityTeach for linguistic complexity; References; Appendix; Accelerating Student Progress in Writing: Examining Practices Effective in New Zealand Primary School Classrooms; Introduction; The Context; A Theoretical Lens; Aims and Scope of the Chapter; Potential, Powerful Practices for Developing Writing and for Accelerating Progress; Knowing Your Writers; Making Connections with and Validating Cultural and Linguistic Funds of Knowledge; Learning Goals and Tasks: Alignment and Transparency; Providing Quality Feedback; Scaffolding Self-Regulation in Writers. | |
| 505 | 8 | |a Direct, Targeted InstructionDifferentiating Instruction; Conclusion; References; Ideas as a Springboard for Writing in K-8 Classrooms; Theoretical Perspectives on Idea Generation and Composing; Quality of Ideas and Writing Achievement; Methods; Literature Search Methods; Data Analysis and Synthesis; Findings; Students' Sources and Processes for Idea Generation and Composing; Knowledge Sources and Preferences for Composing; Intertextual Processes for Idea Generation and Composing; Classroom Dialogue; Self-Talk; Peer-Talk; Play, Drama, and Drawing. | |
| 505 | 8 | |a Instructional Dimensions Mediating Students' Development of IdeasInfluences of Content Curriculum and Literature; Strategy Instruction; Visual and Symbolic Tools; Approaches to Writing Instruction; Motivation to Write; Discussion and Practical Implications; Conclusion; References; Process with a Purpose: Low-Stakes Writing in the Secondary English Classroom; Writing: Process or Product?; Writing Appraisal: Progress or Performance?; Freeing Students to Write; Fruitful Feedback, Further Thinking; Lowering the Stakes; Responding to In-Process Writing. | |
| 500 | |a Low-Stakes with a Purpose: Focused Freewriting. | ||
| 520 | |a This volume will feature prominent researchers sharing evidence-based successes partnering with teachers in K-12 classrooms. It will have 3 sub-sections according to grade level appropriate instruction: K-3, 4-8, 9-12. As a result the book will have wide readership amongst educators in the early childhood, elementary, middle, and high school years. | ||
| 504 | |a Includes bibliographical references. | ||
| 590 | |a Emerald Insight |b Emerald All Book Titles | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Education |x Research. | |
| 650 | 0 | |a Report writing |x Study and teaching. | |
| 650 | 6 | |a Rapports |x Rédaction |x Étude et enseignement. | |
| 650 | 7 | |a Literacy strategies. |2 bicssc | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Reference. |2 bisacsh | |
| 650 | 7 | |a Education |x Research |2 fast | |
| 650 | 7 | |a Report writing |x Study and teaching |2 fast | |
| 700 | 1 | |a Cheek Jr., Earl H. | |
| 700 | 1 | |a Verlaan, Wolfram. | |
| 758 | |i has work: |a Writing instruction to support literacy success (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGxhrfBhckk8G36HmHmBKd |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Ortlieb, Evan T. |t Writing Instruction to Support Literacy Success. |d Bingley : Emerald Group Publishing Limited, ©2016 |
| 830 | 0 | |a Literacy research, practice and evaluation. | |
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| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=4717206 |z Texto completo |
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| 938 | |a EBL - Ebook Library |b EBLB |n EBL4717206 | ||
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| 994 | |a 92 |b IZTAP | ||