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How to Teach English Language Learners
This hands-on book offers teachers a much-needed resource that will help maximize learning for English Language Learners (ELLs). How to Teach English Language Learners draws on two wide-ranging teacher quality studies and profiles eight educators who have achieved exceptional results with their ELL students. Through highly readable portraits, the authors take readers into these teachers' classrooms, illustrating richly what it is they do differently that yields such great results from English learners. Because most teachers profiled work within a three-tiered Response-to-Intervention framework, the book shows how to implement RTI effectively with ELLs—from providing general reading instruction for the entire classroom to targeted interventions with struggling students. Written by noted ELL educators Diane Haager, Janette K. Klingner, and Terese Aceves, How to Teach English Language Learners is filled with inspiring success stories, teaching tips, activities, discussion questions, and reflections from these outstanding teachers.
Interventions for Reading Success
Help transform struggling K-3 students into skillful, enthusiastic readers-in just 20 to 30 minutes a day! It''s all possible with the NEW edition of this bestselling curriculum supplement, your key to helping all students grasp the five Big Ideas of early literacy: phonological awareness, the alphabetic principle, fluency, vocabulary, and comprehension. Updated with new activities and the very latest on today''s hot topics in literacy, this book gives you more than 130 research-based, teacher-tested activities you can use right now, with any core reading program. They''re a perfect fit with r.
Education For All
Education for All provides readers with a historical perspective regarding the education of students with disabilities in the U.S. over the past 30 years while critically examining current practices and making recommendations for the future. Chapter topics address important overarching issues in the field that cut across individual disabilities. These include issues related to establishing early intervention in K-12 settings; including students with disabilities in general education settings; working collaboratively with families as partners; providing appropriate instructional practices; reducing the over-identification of minorities in special education programs; and implementing special education law for the benefit of all children and families. The book helps readers gain a better understanding of the most pressing issues in the world of special education, so they can improve their own educational, clinical, and research practices.
Issues in Educating Students With Disabilities
The contributors to this volume represent the most prominent researchers and thinkers on issues in educating students with and without disabilities. The book captures the most current thinking, research, and analysis on the full range of issues in educating students with learning disabilities, from its definition to the most recent case law and interpretations of federal law on educating these students in the general education classroom. The contributors' words speak sufficiently, mellifluously, and exactingly about their contributions to the education of all students, in particular those with disabilities. This book of essays was written to pay tribute to Barbara D. Bateman, who -- along with Sam Kirk -- coined the term "learning disabilities." Its content reflects the significance of her contributions to the field of special education.
The Wrong Direction for Today's Schools
The Wrong Direction for Today’s Schools: The Impact of Common Core on American Education is an in-depth analysis of the newest national American education fad, intended to replace the 2002 incarnation of the ESEA, No Child Left Behind. Zarra delves into the “seeds” that produced the Common Core Standards, as well as the groups involved in the political and corporate pressure to completely revamp America’s K-16 education system. The author lays out a strong case for political motives involving the advancement for nationalized education, such as those found in select European and Asian nations. Zarra also follows the funding and provides solid documentation and analysis of international and national assessments, and how the funding and assessments proved pivotal in the overhaul of American education. After an analysis of the underpinnings of the Common Core Standards, Zarra critiques the myths and facts of the Common Core, and balances these with the emerging realities impacting average Americans and their families. Zarra’s book is a must-read and will prove to be extremely useful to all who are concerned about public, private, and homeschool education in America.
Research Issues in Learning Disabilities
In this chapter, we described issues in conducting intervention research with students with learning disabilities on the secondary level. We main tained that interventions should be well-grounded in theories of learning as well as characterizations of learning disabilities (Pressley, Scruggs, & Mastropieri, 1989); that they should first be conducted in a series of highly controlled, laboratory-like experiments to carefully assess the potential utility of the intervention; and that, if the intervention is suc cessful in highly controlled settings, it should then be evaluated in class room applications. We maintained that research designs should evolve as the research questions become more app...
RTI in the Common Core Classroom
Schools and teachers have struggled to integrate Common Core State Standards (CCSS) into their local Response to Intervention (RTI) systems. This book offers an adaptable framework and practical tips to assist educational professionals charged with making this connection in their schools, districts, and classrooms for English language arts. Based on years of experience, we know that students perform best when provided with research-based instruction, frequent progress monitoring, and timely and targeted interventions. Focusing on what the research tells us about how children learn, this highly practical guide can serve as the core of language arts instruction. RTI in the Common Core Classroo...
RTI in the Classroom
Written expressly for teachers, this book is jam-packed with tools and strategies for integrating response to intervention (RTI) into everyday instruction in grades K-5. Numerous real-world examples connect RTI concepts to what teachers already know to help them provide effective instruction for all students, including struggling learners. Drawing on extensive classroom experience, the authors: *Present color-coded intervention recipes for all three tiers of RTI implementation. *Provide hands-on tools and 50 reproducibles, with a large format and sturdy spiral binding for ease of use. *Explain the core features of RTI and what they look like in action. *Describe evidence-based instructional methods for reading, writing, math, and behavior. *Show how to fit assessment and progress monitoring into the busy school day.
Evidence-based Reading Practices for Response to Intervention
A look at the research about the Three-Tier Approach - a core reading program, supplementary instruction and intensive intervention.
Reading in the Classroom
"Each chapter examines the development of one system or method, describes its field testing, includes solid research on reliability and validity, weighs its strengths and limitations, and (in some cases) includes the actual tool discussed. A careful compilation of critical information, this book will help educational stakeholders choose the most effective systems and methods for assessing literacy outcomes, identifying methods that work, and highlighting directions for change."--BOOK JACKET.
