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The Cognitive Psychology of School Learning
This text effectively links the subdisciplines of cognitive psychology including learning in the content areas to form an integrated model of expertise for teachers and learners.
Writing Strategies for Social Studies
Help students write about social studies content and build their historical thinking skills! This 2nd edition resource was created to support College and Career Readiness Standards, and provides an in-depth research base about content-area literacy instruction, including key strategies to help students write about and comprehend historical content. Each strategy includes classroom examples by grade ranges (1-2, 3-5, 6-8 and 9-12) and necessary support materials, such as graphic organizers, templates, or digital resources to help teachers implement quickly and easily. Specific suggestions for differentiating instruction are also provided to help English language learners, gifted students, and students reading below grade level.
Writing Strategies for Mathematics
Help students write about mathematics content! This 2nd edition resource was created to support College and Career Readiness Standards, and provides in-depth research about content-area literacy instruction, including key strategies to help students write about and comprehend mathematics content. Each strategy includes classroom examples by grade ranges (1-2, 3-5, 6-8 and 9-12) and necessary support materials, such as graphic organizers, templates, or digital resources to help teachers implement quickly and easily. Specific suggestions for differentiating instruction are also provided to help English language learners, gifted students, and students reading below grade level.
Writing Strategies for Science
Help students write about science content and build their scientific thinking skills! This 2nd edition resource was created to support College and Career Readiness Standards, and provides an in-depth research base about content-area literacy instruction, including key strategies to help students write about and comprehend scientific content. Each strategy includes classroom examples by grade ranges (1-2, 3-5, 6-8 and 9-12) and necessary support materials, such as graphic organizers, templates, or digital resources to help teachers implement quickly and easily. Specific suggestions for differentiating instruction are also provided to help English language learners, gifted students, and students reading below grade level.
Georgetown University Round Table on Languages and Linguistics (GURT) 1994: Educational Linguistics, Cross-Cultural Communication, and Global Interdependence
The essays in this volume explore communication across cultures using an interdisciplinary approach to language teaching and learning, mediated by the growing field of educational linguistics. Topics include the use of English as a medium of wider communication and the growth of national varieties of English throughout the world. An international array of distinguished contributors includes scholars from China, Great Britain, Hong Kong, India, Israel, Nigeria, Singapore, Taiwan, Ukraine, and the United States. This collection suggests that language diversity is a unifying force in a globally interdependent world.
Executive Control Processes in Reading
First published in 1987. The first thing the reader of this volume needs to know is: What is executive control in reading, exactly? Executive control processes coordinate the functioning of the human cognitive system. This book seeks to examine how mature, skilled readers use information about the difficulty and importance of text, and of their comprehension tasks in allocating their reading time and effort.
Bridging and Relevance
While it has long been taken for granted that context or background information plays a crucial role in reference assignment, there have been very few serious attempts to investigate exactly how they are used. This study provides an answer to the question through an extensive analysis of cases of bridging. The book demonstrates that when encountering a referring expression, the hearer is able to choose a set of contextual assumptions intended by the speaker in a principled way, out of all the assumptions possibly available to him. It claims more specifically that the use of context, as well as the assignment of referent, is governed by a single pragmatic principle, namely, the principle of r...
Military Review
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