Language Arts: Content and Teaching Strategies provides a useful resource to teachers as they face the complexities of literacy instruction in today's classrooms. Both pre-service and in-service teachers will find this text a valuable addition to their professional libraries. For pre-service teachers who will work with students in kindergarten through grade 8 classrooms, this text offers a consistent model of instruction that will help them become knowledgeable about language learning and guide the many instructional decisions they will make. For experienced in-service teachers, this text provides a rich array of strategies and ideas that they can adapt to suit their personal instructional styles. The seventh Canadian edition of Language Arts features updated Canadian research and Canadian content, including culturally diverse Canadian literature. This edition also offers pre-service and in-service teachers new ideas for differentiating instruction to meet the needs of every student.
Nelson, K. (1996). Language in cognitive development: The emergence of the mediated mind. Cambridge, United Kingdom: Cambridge University Press. Nelson, K. (2007). Young minds in social worlds: Experience, meaning, and memory.
This established text--now revised and updated--reveals how spoken language skills are acquired and how they affect children’s later reading and writing achievement.
This volume is an encyclopaedic reference of prominent literacy terms. Key terms with frequent misconceptions are debunked to provide a critical perspective.
With an emphasis on culturally and linguistically sustaining pedagogy, peer interaction, and scaffolding, Andrea offers instructional practices organized into five predictable strands at each level of language acquisition: Visual supports ...
Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Constable, R. T., Skudlarski, P., Fulbright, R. K., et al. (1995). Sex differences in the functional organization of the brain for language. Nature, 373, 607–609. Shaywitz, S. E. (1996).
The book includes a section explaining the ways and reasons for monitoring progress and tailoring specific interventions for individual children, including those with a range of additional difficulties.
An acclaimed reference that fills a significant gap in the literature, this volume examines the linkages between spoken and written language development, both typical and atypical.
This practical guide considers the research evidence that is needed to inform enlightened practice, and offers concrete suggestions and teaching approaches for early years settings and classrooms.
Hattingh, A. (2015) Relevante onderrig van fisiese wetenskappe: Benutting van kulturele en inheemse kennisbronne in semilandelike skoolkontekste. Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 34 (1), 1– 13.
This book is a potent and engaging read for anyone intrigued by Paley’s storytelling and story acting curriculum, as well as those practitioners and students with a vested interest in early years literacy and language learning.