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Writing Instruction and Intervention for Struggling Writers
Writing is a challenging task for many children. To address this issue, many educational researchers advocate for schools to implement a multi-tiered systems of support (MTSS) model where struggling writers can be detected as early as kindergarten and provided with intervention programming to improve their skills and hopefully not need long-term placement in special education. Traditionally, schools have employed the wait-to-fail model where children were offered the opportunity to learn to read, write, and do math in the first few years of elementary school; if they still struggled at the end of third grade (age eight), then they would be assessed for special education. The problem with thi...
Contemporary Perspectives on Reading and Spelling
With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing. Each paper in this volume provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling. This book develops the argument for a need to incorporate less widely cited research into popular accounts of written language development and disability, challenging the idea that the development of a universal theory of written language development is attainable. The arguments within the book are explored ...
Contemporary Military Reserves
This book offers a comparative study of military reserves in contemporary democracies. A combination of budgetary pressures, new missions and emerging military roles during the past three decades has led the armed forces of democracies to rethink the training and use of reserve forces. Moreover, reservists have become central to the armed forces as part of moves towards "total" or "comprehensive" defense. Despite this, a scholarly bias towards studying regulars and conscripts means that reservists and reserve soldiers continue to receive only marginal attention. This volume fills that lacuna through a series of country studies examining how best to understand the peculiarities of reservist s...
Writing Development in Struggling Learners
In Writing Development in Struggling Learners, international researchers provide insights into the development of writing skills from early writing and spelling development through to composition, the reasons individuals struggle to acquire proficient writing skills and how to help these learners.
Executive Functions and Writing
This book is the first comprehensive and state-of-the-art review of the relationship between executive function skills and writing. It explores its role across the lifespan, addressing all groups of writers, from children and those with learning and language difficulties, to adults and elders.
Timeless Falcon - Volume One
Professor, and historian Suzannah Lipscomb says Timeless Falcon Volume One is, 'a delightful story'.Beth, an enthusiastic history student gets the shock of her life, when her professor's gold cypher ring opens up a mysterious portal that takes her to Tudor England and Hever Castle, where she becomes an integral part of Anne Boleyn's life. She's been warned not to meddle or risk changing history, but can she allow her dear friend to go on to become the second wife of King Henry VIII and to end up in the Tower of London to meet a horrific death? Can Beth save herself from the machinations of the Tudor Court, or will she meet the same fate as the queen to be? Only the ring has the answer.
Teaching as a Clinical Practice Profession
Teaching as a Clinical Practice Profession is a collection of research-based works that represent current clinical-based teacher preparation. Excellent teaching is a clinical skill and exemplary teacher education provides for clinical education in a clinical setting. Strong clinical preparation of teachers is a key factor in students’ success.
Children Learning to Read: Curriculum and assessment issues
This is the second of a two-volume publication which provides an international perspective on how children learn to read. Research studies and classroom experiences from around the world are reported, highlighting implications for the design implementation and evaluation of classroom reading programmes. Contributions are included from the UK, USA, Canada, Australia, Jamaica and Israel with evidence drawn from over 18 countries. Despite the contexted differences, there are many common concerns and controversies. From these, three areas are identified: the first is developing an improved understanding of the nature of children's early reading development; the second is the consideration of the ways in which children's reading can be encouraged. This volume addresses the issues of curriculum and assessment in the context of accountability.
Children Learning To Read: International Concerns
This is the first of a two-volume publication which provides an international perspective on how children learn to read. Research studies and classroom experiences from around the world are reported, highlighting implications for the design implementation and evaluation of classroom reading programmes. Contributions and evidence is drawn from over 18 countries and, despite the national differences, there are many common concerns and controversies. From these, three areas are identified: the first is developing an improved understanding of the nature of children's early reading development; the second is the consideration of the ways in which children's reading can be encouraged; and finally issues of assessment in the context of accountability are addressed. This volume deals with the first of these concerns.
