Promoting Academic Readiness for African American Males with Dyslexia
portes grátis
Promoting Academic Readiness for African American Males with Dyslexia
Implications for Preschool to Elementary School Teaching
Anthony Robinson, Shawn; Thompson, Corey
Taylor & Francis Ltd
11/2019
114
Dura
Inglês
9780367415372
15 a 20 dias
390
Descrição não disponível.
Prelude: African American Boys with Dyslexia and Their Literacy Development
Shawn Anthony Robinson and Corey Thompson.
"The Forgotten Boys:" Introduction to Special Issue
Maryanne Wolf
Chapter 1: How Does a Metalinguistic Phonological Intervention Impact the Reading Achievement and Language of African American Boys
Jeannette Russell and Molly Drake Shiffler.
Chapter 2: Reading and Language Performance of Low-Income, African American Boys in Grades 1-5
Julie A. Washingtona, Lee Branum-Martina, Ryan Lee-Jamesb, and Congying Suna
Chapter 3: Exploring the Master Narrative: Racial Knowledge and Understanding of Language and Literacy Pedagogy for Special Education Teacher Candidates
Joy Banks and Simone Gibson.
Chapter 4: Teaching Writing to Young African American Male Students Using Evidence-Based Practices
Steve Graham, Karen R. Harris, and Keith Beard.
Shawn Anthony Robinson and Corey Thompson.
"The Forgotten Boys:" Introduction to Special Issue
Maryanne Wolf
Chapter 1: How Does a Metalinguistic Phonological Intervention Impact the Reading Achievement and Language of African American Boys
Jeannette Russell and Molly Drake Shiffler.
Chapter 2: Reading and Language Performance of Low-Income, African American Boys in Grades 1-5
Julie A. Washingtona, Lee Branum-Martina, Ryan Lee-Jamesb, and Congying Suna
Chapter 3: Exploring the Master Narrative: Racial Knowledge and Understanding of Language and Literacy Pedagogy for Special Education Teacher Candidates
Joy Banks and Simone Gibson.
Chapter 4: Teaching Writing to Young African American Male Students Using Evidence-Based Practices
Steve Graham, Karen R. Harris, and Keith Beard.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Dual Change Score Models;Small Sample Size Bias;Dyslexia;AAE;Multiple learning difficulties;African American Boys;Literacy achievement;African American English;Literacy development;Special Education Teacher Candidates;Literacy pedagogy;Encoding Scores;Language performance;Elision Scores;Reading;Phonological Awareness;Writing;Elision Subtest;African American;Letter Word Identification;Boys;Reading Disabilities;Males;African American Males;Dialect;SRSD Instruction;Metalinguistic phonological intervention;Woodcock Johnson Iii Test;Writing interventions;Receptive Vocabulary Knowledge;Instructional practices;Change Score Models;Preschool;Phonological Awareness Abilities;Elementary;Young African American Males;Early Years;Phonological Awareness Skills;Preservice teachers;Dialect Variation;Reading Achievement;Non-standard English;Post-test Scores;Intersectionality;Posttest Scores;Race;Self-regulation Procedures;Gender;Language;Special Education;Inclusive Education;academic performance;African-American male students
Prelude: African American Boys with Dyslexia and Their Literacy Development
Shawn Anthony Robinson and Corey Thompson.
"The Forgotten Boys:" Introduction to Special Issue
Maryanne Wolf
Chapter 1: How Does a Metalinguistic Phonological Intervention Impact the Reading Achievement and Language of African American Boys
Jeannette Russell and Molly Drake Shiffler.
Chapter 2: Reading and Language Performance of Low-Income, African American Boys in Grades 1-5
Julie A. Washingtona, Lee Branum-Martina, Ryan Lee-Jamesb, and Congying Suna
Chapter 3: Exploring the Master Narrative: Racial Knowledge and Understanding of Language and Literacy Pedagogy for Special Education Teacher Candidates
Joy Banks and Simone Gibson.
Chapter 4: Teaching Writing to Young African American Male Students Using Evidence-Based Practices
Steve Graham, Karen R. Harris, and Keith Beard.
Shawn Anthony Robinson and Corey Thompson.
"The Forgotten Boys:" Introduction to Special Issue
Maryanne Wolf
Chapter 1: How Does a Metalinguistic Phonological Intervention Impact the Reading Achievement and Language of African American Boys
Jeannette Russell and Molly Drake Shiffler.
Chapter 2: Reading and Language Performance of Low-Income, African American Boys in Grades 1-5
Julie A. Washingtona, Lee Branum-Martina, Ryan Lee-Jamesb, and Congying Suna
Chapter 3: Exploring the Master Narrative: Racial Knowledge and Understanding of Language and Literacy Pedagogy for Special Education Teacher Candidates
Joy Banks and Simone Gibson.
Chapter 4: Teaching Writing to Young African American Male Students Using Evidence-Based Practices
Steve Graham, Karen R. Harris, and Keith Beard.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Dual Change Score Models;Small Sample Size Bias;Dyslexia;AAE;Multiple learning difficulties;African American Boys;Literacy achievement;African American English;Literacy development;Special Education Teacher Candidates;Literacy pedagogy;Encoding Scores;Language performance;Elision Scores;Reading;Phonological Awareness;Writing;Elision Subtest;African American;Letter Word Identification;Boys;Reading Disabilities;Males;African American Males;Dialect;SRSD Instruction;Metalinguistic phonological intervention;Woodcock Johnson Iii Test;Writing interventions;Receptive Vocabulary Knowledge;Instructional practices;Change Score Models;Preschool;Phonological Awareness Abilities;Elementary;Young African American Males;Early Years;Phonological Awareness Skills;Preservice teachers;Dialect Variation;Reading Achievement;Non-standard English;Post-test Scores;Intersectionality;Posttest Scores;Race;Self-regulation Procedures;Gender;Language;Special Education;Inclusive Education;academic performance;African-American male students
