Download or read book The effects of explicit spelling instruction on the orthographic performance of spanish students in the third cycle of primary education diagnosis developement and durability written by and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Tanto en el aprendizaje de la L1 como en el de la L2, los paradigmas explícito e implícito han suscitado el interés de numerosos investigadores, sobre todo a partir de mediados de los años 60. Según Stern (1992), la enseñanza explícita asume que el aprendizaje es un proceso cognitivo que lleva a un conocimiento explícito de la lengua. Implica centrarse en características claves de la lengua, realizar un esfuerzo para adquirir un conocimiento consciente de la misma e intentar averiguar cómo funciona la lengua. A su vez, el aprendizaje implícito (Stern 1992) supone un acercamiento a la lengua más global e intuitivo y no basado en un proceso de reflexión consciente y resolución de problemas. Se fundamenta en que las lenguas son demasiado complejas para ser descritas; en que sería imposible aprender todas las reglas lingüísticas conscientemente; y en que las lenguas se adquieren a un nivel psicológico más profundo si se hace sin reflexionar y en contextos auténticos (Krashen 1982). De todas las áreas de aprendizaje inmersas en esta controversia entre lo explícito y lo implícito, la ortografía inglesa es una de las más - si no la más - representativas y problemáticas. Innumerables autores aluden al prolongado debate que se ha originado entre el punto de vista tradicional y el holístico: Hildreth (1962), Tarasoff (1990), Wilde (1992), Gentry and Gillet (1993), Reason and Boote (1994), Koda (1997), Allal (1997), Rosencrans (1998), Templeton and Morris (1999), Strickland (1998, 1999), Moustafa and Maldonado-Colon (1999) o Dahl et al. (1999), entre otros. Se pueden, por tanto, distinguir diversar aproximaciones a la enseñanza de la ortografía inglesa (Tarasoff 1990): prácticas tradicionales (que primordialmente hacen uso de listas de palabras generadas sin relación a la lectoescritura que tiene lugar en la clase); instrucción informal (donde el profesor señala incidentalmente algún patrón ortográfico mientras los alumnos están inmersos en actividades de lectoescritura); y enseñanza formal (que sigue un procedimiento más estructurado e implica despertar la consciencia ortográfica del alumnado). En las últimas décadas, uno u otro de estos puntos de vista ha primado en la enseñanza de la ortografía inglesa. Inicialmente, los métodos tradicionales enseñaban ortografía por medio de listas descontextualizadas e interminables reglas y no guardaban relación con otras áreas del currículum. Los resultados pobres que se obtuvieron en proporción con el tiempo y el esfuerzo que se invertían en el aprendizaje de la ortografía hicieron que se empezara a favorecer métodos holísticos, implícitos e indirectos en los que la ortografía era una simple herramienta para la escritura. Actualmente, a pesar de que algunos estudiosos, tales como Krashen y sus seguidores, consideran que la clave para el aprendizaje de la ortografía se encuentra en la lectura abundante y no en la enseñanza explícita, la mayoría evoluciona hacia una perspectiva más equilibrada en la que la instrucción directa de nuevo tiene un lugar dentro del currículum, si bien integrada en la globalidad del mismo. En nuestro contexto concreto de Inglés como Lengua Extranjera, no conocemos estudios similares al que hemos llevado a cabo con alumnos de Tercer Ciclo de Educación Primaria. Aquellos que sí se centran en el aprendizaje de la ortografía inglesa en esta etapa educativa son básicamente diagnósticos del aprendizaje ortográfico y clasificaciones de la disortografías de alumnos españoles en Segundo o Tercer Ciclo de Educación Primaria. Tal es el caso de Madrid y Muros (1984), Madrid y Velázquez (2000) o Pérez Cañado (2000). De ahí que nuestro presente trabajo suponga una aportación importante y novedosa a nuestro campo de estudio. Con él, esperamos proporcionar datos empíricos para la clarificación de la pugna entre los paradigmas explícito e implícito y esclarecer si merece la pena enseñar sistemáticamente ortografía inglesa a alumnos españoles de Inglés como Lengua Extranjera en Educación Primaria. Igualmente, nos puede permitir diagnosticar y detectar tendencias o patrones disortográficos en alumnos de este ciclo y de esta etapa, cuyo conocimiento contribuya a mejorar la enseñanza ulterior de la ortografía inglesa. Consideramos que el tema de nuestro estudio es de interés por varias razones. En primer lugar, numerosos autores coinciden en destacar que es el ángulo más idóneo desde el que examinar la pugna entre los paradigmas explícito e implícito en la enseñanza de la lengua, a fin de aportar datos empíricos para su clarificación. Además, la poca importancia que se otorga a los aspectos convencionales de la lengua escrita está contribuyendo al deterioro de los mismos, algo que pone de manifiesto el reciente estudio del INCE (Instituto Nacional de Calidad y Evaluación), según el cual menos de un tercio de los/as alumnos/as españoles/as de Primaria puede completar adecuadamente una prueba escrita de inglés adaptada a su nivel educativo. A esta circunstancia hemos de añadir el papel significativo que se otorga a la ortografía inglesa en la formulación de objetivos, contenidos y criterios de evaluación en el nuevo currículum oficial. Por último, la ausencia de estudios sobre el tema, en especial en nuestro contexto de inglés como Lengua Extranjera, ha sido otro de los motivos que nos ha impulsado a centrarnos en esta área.
Download or read book CLIL in Action written by María Luisa Pérez Cañado and published by Cambridge Scholars Publishing. This book was released on 2015-10-05 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume explores the current position of CLIL on the three main fronts where it is attracting particular attention in specialized literature, namely, implementation, research, and teacher training. To this end, it presents evidence from national and international research projects, governmentally-financed pedagogical initiatives, grassroots experiences and investigations, and inter-institutional training programs which offer insights into how CLIL is working in action on the afore-mentioned three levels. The opening section of the book (“CLIL in action: Practical considerations”) provides a window into how CLIL implementation is unravelling at the grassroots level vis-á-vis key aspects for CLIL development, such as the design of materials, the use of ICT, and the importance of extramural exposure. The second part (“The effects of CLIL on language learning: Research-based evidence”) explores some key areas for future research, showcasing how engaging in research as a device that drives reflection is the best possible way to continue moving the CLIL agenda forward. Finally, in the third part (“Preparing teachers for CLIL: Practical proposals”), the interface of research and pedagogy is discussed, as the former informs the latter in a clear instantiation of what Coyle (2011) terms “evidence-based practice” in setting necessary teacher training actions in place. As such, the volume addresses three burning issues in the CLIL scenario through practical and research-based proposals of tried-and-true CLIL development. If all three strands – implementation, research, and training – dovetail and progress in harmony, a solid template will be built for the future and the CLIL agenda will be pushed forward. By pooling together the insights of a set of researchers, teacher trainers, policy makers, and grassroots practitioners, this volume will contribute to this much-needed endeavour.
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2006-10 with total page 576 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Metacognitive Reading Strategy Training on the Reading Performance and Student Reading Analysis Strategies of Third Grade Spanish Dominant Students written by Miriam Annette Swicegood and published by . This book was released on 1990 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Gillingham Manual written by Anna Gillingham and published by Educators Publishing Service, Incorporated. This book was released on 1997 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this multisensory phonics technique, students first learn the sounds of letters, and the build these letter-sounds into words. Visual, auditory and kinesthetic associations are used to remember the concepts. Training is recommended.
Download or read book Language and Language Behavior Abstracts written by and published by . This book was released on 1982 with total page 852 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2013-04-22 with total page 922 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Download or read book A Study of the Effectiveness of Explicit Spelling Instruction on Elementary Students written by Catherine Gibbens and published by . This book was released on 2021 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Explicit Instruction written by Anita L. Archer and published by Guilford Publications. This book was released on 2011-02-22 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Purchasers can also download and print the reproducible materials for repeated use. Video clips demonstrating the approach in real classrooms are available at the authors' website: www.explicitinstruction.org. See also related DVDs from Anita Archer: Golden Principles of Explicit Instruction; Active Participation: Getting Them All Engaged, Elementary Level; and Active Participation: Getting Them All Engaged, Secondary Level
Download or read book Vocabulary Instruction written by Edward J. Kame'enui and published by Guilford Press. This book was released on 2012-05-10 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.
Download or read book Writing Development in Struggling Learners written by and published by BRILL. This book was released on 2018-08-20 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book California English Language Development Standards written by Faye Ong and published by . This book was released on 2012-11-01 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book California Preschool Learning Foundations Visual and performing arts Physical development Health written by Faye Ong and published by . This book was released on 2008 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 518 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Download or read book Efficient Learning for the Poor written by Helen Abadzi and published by World Bank Publications. This book was released on 2006 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Large-scale efforts have been made since the 1990s to ensure that all children of the world go to school. But mere enrollment is not sufficient, students must become fluent in reading and calculation by the end of grade 2. Fluency is needed to process large amounts of text quickly and use the information for decisions that may ultimately reduce poverty. State-of-the-art brain imaging and cognitive psychology research can help formulate effective policies for improving the basic skills of low-income students. This book integrates research into applications that extend from preschool brain development to the memory of adult educators. In layman?'s terms, it provides explanations and answers to questions such as: Why do children have to read fast before they can understand what they read? How do health, nutrition, and stimulation influence brain development? Why should students learn basic skills in their maternal language? Is there such a thing as an untrained teacher? What signs in a classroom show whether students are getting a quality education? How must information be presented in class so that students can retain it and use it? What training techniques are most likely to help staff put their learning into use? This book would be useful to policymakers, donor agency staff, teacher trainers, supervisors, and inspectors, as well as university professors and students."
Download or read book Report of the National Reading Panel written by United States Congress and published by Createspace Independent Publishing Platform. This book was released on 2018-01-05 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt: Report of the National Reading Panel : hearing before a subcommittee of the Committee on Appropriations, United States Senate; One Hundred Sixth Congress, second session; special heÅ April 13, 2000; Washington, DC.
