NRC

NRC
Author: Timothy Shanahan
Publisher:
Total Pages: 0
Release: 2000
Genre: Literacy
ISBN:

The Gradual Release of Responsibility in Literacy Research and Practice

The Gradual Release of Responsibility in Literacy Research and Practice
Author: Mary McVee
Publisher: Emerald Group Publishing
Total Pages: 322
Release: 2019-08-26
Genre: Education
ISBN: 178769447X

This edited volume discusses how the Gradual Release of Responsibility model evolved and has been applied, how it benefits learners and teachers, and how it can be utilised for years to come.

Handbook of Reading Disability Research

Handbook of Reading Disability Research
Author: Anne McGill-Franzen
Publisher: Routledge
Total Pages: 1175
Release: 2010-09-17
Genre: Education
ISBN: 1136980660

Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives. Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling. The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.