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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 |
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| Autor principal: | |
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Bingley :
Emerald Group Publishing Limited,
2016.
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| Colección: | Literacy research, practice and evaluation.
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| Temas: | |
| Acceso en línea: | Texto completo Texto completo |
Tabla de Contenidos:
- 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.
- 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.
- 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.
- 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.
- 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.