The Resource Classroom-based language and literacy intervention : a programs and case studies approach, Francine C. Falk-Ross

Classroom-based language and literacy intervention : a programs and case studies approach, Francine C. Falk-Ross

Label
Classroom-based language and literacy intervention : a programs and case studies approach
Title
Classroom-based language and literacy intervention
Title remainder
a programs and case studies approach
Statement of responsibility
Francine C. Falk-Ross
Creator
Subject
Genre
Language
eng
Cataloging source
DLC
http://library.link/vocab/creatorName
Falk-Ross, Francine C
Dewey number
371.91/42
Illustrations
illustrations
Index
index present
LC call number
LB3454
LC item number
.F37 2002
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
http://library.link/vocab/subjectName
  • Speech therapy for children
  • Children
  • Language disorders in children
  • Orthophonie pour enfants
  • Enfants
  • Langage, Troubles du, chez l'enfant
  • Children
  • Language disorders in children
  • Speech therapy for children
  • Logopädie
  • Schulkind
  • Sprachstörung
  • USA
Label
Classroom-based language and literacy intervention : a programs and case studies approach, Francine C. Falk-Ross
Link
Instantiates
Publication
Bibliography note
Includes bibliographical references (pages 179-188) and index
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • 5
  • Resource Assistance
  • 57
  • Examples of Students' Changing Roles in Classroom Interaction
  • 58
  • 6
  • Developing Student and Classroom Profiles
  • 61
  • Providing a Historical Review
  • 61
  • Word-Retrieval Difficulties
  • Dilemmas for Consideration
  • 61
  • Collecting Descriptive Information
  • 62
  • Observations and Referral Data
  • 62
  • Standardized Tests
  • 63
  • Alternative Authentic Assessment
  • 64
  • Dynamic Assessment
  • 7
  • 65
  • Evaluating Students' Language and Literacy Needs
  • 65
  • Section 3
  • Case Studies in Classroom-Based Intervention
  • 67
  • 7
  • Mickey: A First Grader
  • 69
  • Classroom and Discourse Routines
  • Evaluation Process
  • 70
  • Dynamic Assessment Phase of the Program
  • 72
  • Participation in Classroom Routines
  • 73
  • Existing Strategies for Language Use
  • 81
  • Fostering Problem-Solving
  • 87
  • Intervention Phase of the Language Support Program
  • 7
  • 90
  • Changes in Language Support
  • 91
  • Changes in Use of Language Strategies
  • 97
  • Changes in Discourse Participation
  • 101
  • 8
  • Vincent: A Second Grader
  • 109
  • Coming to Terms with Identification
  • Classroom and Discourse Routines
  • 109
  • Dynamic Assessment Phase of the Program
  • 111
  • Existing Strategies for Language Use
  • 112
  • Participation in Classroom Discourse
  • 115
  • Elimination of Related Behaviors
  • 120
  • 7
  • Intervention Phase of the Language Support Program
  • 121
  • Changes in Language Support
  • 122
  • Changes in Use of Language Strategies
  • 127
  • Changes in Discourse Participation
  • 133
  • 9
  • Henry: A Fourth Grader
  • Classroom-Based Language and Literacy Intervention Programs
  • 138
  • Classroom and Discourse Routines
  • 138
  • Dynamic Assessment Phase of the Program
  • 140
  • Setting Goals
  • 141
  • Strategies for Word Retrieval
  • 142
  • Elimination of Related Behaviors
  • 8
  • 146
  • Fostering Peer Interaction
  • 148
  • Intervention Phase of the Language Support Program
  • 151
  • Changes in Language Support
  • 151
  • Changes in Use of Language Strategies
  • 154
  • Changes in Discourse Participation
  • 2
  • 159
  • 10
  • A Retrospective Look Back at the Intervention Programs
  • 169
  • Development in Communicative Competence
  • 169
  • Collaboration with Teachers
  • 169
  • Changes in the School
  • 170
  • Section 1
  • Theoretical Frameworks for Working within Classroom Settings
  • New Insight into Students'o Difficulties
  • 174
  • 14
  • Constructing Language
  • 14
  • A Sociolinguistic Model of Language Study
  • 15
  • Language and Learning in the Classroom
  • 17
  • Mediation through Assisted Language Performances
  • 17
  • Perspectives
  • Language Difficulties in Classroom Discourse and Literacy Activities
  • 20
  • Facilitative Strategies for Classroom Language Participation
  • 22
  • Section 2
  • Preparing for Classroom-Based Intervention
  • 25
  • 3
  • Choosing an Ethnographic Study Approach
  • 27
  • 1
  • Case-Study Methodology
  • 28
  • Phases of Study
  • 29
  • Data Collection
  • 31
  • Audiotapes
  • 31
  • Field Notes from Participant Observations
  • 32
  • Diversity and Disability in School Classrooms
  • Teachers' Evaluations
  • 32
  • Literacy Artifacts
  • 32
  • Parental Input
  • 32
  • Students' Contributions
  • 33
  • Data Analysis
  • 34
  • 3
  • 4
  • Organizing Collaborative Relationships
  • 36
  • Building Administrative Supports
  • 37
  • Collaborative Teaching Approaches
  • 39
  • Collaborative Consultation
  • 40
  • Teacher Assistance Teams
  • Transitions in Educational Policy
  • 41
  • Cooperative (Co- ) Teaching Models
  • 41
  • Gaining Access to the Classroom
  • 45
  • Models and Mentors
  • 46
  • Defining Roles and Responsibilities
  • 47
  • Teachers as Facilitators and Guides
  • 4
  • 47
  • Specialists as Models and Resources
  • 48
  • Students as Participants and Collaborators
  • 48
  • Changing Roles in Classroom Interaction
  • 49
  • 5
  • Building Strategies for Language and Literacy Learning
  • 51
  • Learning through Case Studies
  • Guiding Principles for Instructional Strategies
  • 51
  • Classroom Scheduling
  • 56
  • Teacher-Student Interaction
  • 56
  • Side-by-Side Coaching
  • 56
  • Peripheral Conferencing
  • 57
Edition
1st ed.
Extent
1 online resource (xi, 196 pages
Form of item
online
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Other physical details
illustrations)
Specific material designation
remote
System control number
(OCoLC)1042138275
Label
Classroom-based language and literacy intervention : a programs and case studies approach, Francine C. Falk-Ross
Link
Publication
Bibliography note
Includes bibliographical references (pages 179-188) and index
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • 5
  • Resource Assistance
  • 57
  • Examples of Students' Changing Roles in Classroom Interaction
  • 58
  • 6
  • Developing Student and Classroom Profiles
  • 61
  • Providing a Historical Review
  • 61
  • Word-Retrieval Difficulties
  • Dilemmas for Consideration
  • 61
  • Collecting Descriptive Information
  • 62
  • Observations and Referral Data
  • 62
  • Standardized Tests
  • 63
  • Alternative Authentic Assessment
  • 64
  • Dynamic Assessment
  • 7
  • 65
  • Evaluating Students' Language and Literacy Needs
  • 65
  • Section 3
  • Case Studies in Classroom-Based Intervention
  • 67
  • 7
  • Mickey: A First Grader
  • 69
  • Classroom and Discourse Routines
  • Evaluation Process
  • 70
  • Dynamic Assessment Phase of the Program
  • 72
  • Participation in Classroom Routines
  • 73
  • Existing Strategies for Language Use
  • 81
  • Fostering Problem-Solving
  • 87
  • Intervention Phase of the Language Support Program
  • 7
  • 90
  • Changes in Language Support
  • 91
  • Changes in Use of Language Strategies
  • 97
  • Changes in Discourse Participation
  • 101
  • 8
  • Vincent: A Second Grader
  • 109
  • Coming to Terms with Identification
  • Classroom and Discourse Routines
  • 109
  • Dynamic Assessment Phase of the Program
  • 111
  • Existing Strategies for Language Use
  • 112
  • Participation in Classroom Discourse
  • 115
  • Elimination of Related Behaviors
  • 120
  • 7
  • Intervention Phase of the Language Support Program
  • 121
  • Changes in Language Support
  • 122
  • Changes in Use of Language Strategies
  • 127
  • Changes in Discourse Participation
  • 133
  • 9
  • Henry: A Fourth Grader
  • Classroom-Based Language and Literacy Intervention Programs
  • 138
  • Classroom and Discourse Routines
  • 138
  • Dynamic Assessment Phase of the Program
  • 140
  • Setting Goals
  • 141
  • Strategies for Word Retrieval
  • 142
  • Elimination of Related Behaviors
  • 8
  • 146
  • Fostering Peer Interaction
  • 148
  • Intervention Phase of the Language Support Program
  • 151
  • Changes in Language Support
  • 151
  • Changes in Use of Language Strategies
  • 154
  • Changes in Discourse Participation
  • 2
  • 159
  • 10
  • A Retrospective Look Back at the Intervention Programs
  • 169
  • Development in Communicative Competence
  • 169
  • Collaboration with Teachers
  • 169
  • Changes in the School
  • 170
  • Section 1
  • Theoretical Frameworks for Working within Classroom Settings
  • New Insight into Students'o Difficulties
  • 174
  • 14
  • Constructing Language
  • 14
  • A Sociolinguistic Model of Language Study
  • 15
  • Language and Learning in the Classroom
  • 17
  • Mediation through Assisted Language Performances
  • 17
  • Perspectives
  • Language Difficulties in Classroom Discourse and Literacy Activities
  • 20
  • Facilitative Strategies for Classroom Language Participation
  • 22
  • Section 2
  • Preparing for Classroom-Based Intervention
  • 25
  • 3
  • Choosing an Ethnographic Study Approach
  • 27
  • 1
  • Case-Study Methodology
  • 28
  • Phases of Study
  • 29
  • Data Collection
  • 31
  • Audiotapes
  • 31
  • Field Notes from Participant Observations
  • 32
  • Diversity and Disability in School Classrooms
  • Teachers' Evaluations
  • 32
  • Literacy Artifacts
  • 32
  • Parental Input
  • 32
  • Students' Contributions
  • 33
  • Data Analysis
  • 34
  • 3
  • 4
  • Organizing Collaborative Relationships
  • 36
  • Building Administrative Supports
  • 37
  • Collaborative Teaching Approaches
  • 39
  • Collaborative Consultation
  • 40
  • Teacher Assistance Teams
  • Transitions in Educational Policy
  • 41
  • Cooperative (Co- ) Teaching Models
  • 41
  • Gaining Access to the Classroom
  • 45
  • Models and Mentors
  • 46
  • Defining Roles and Responsibilities
  • 47
  • Teachers as Facilitators and Guides
  • 4
  • 47
  • Specialists as Models and Resources
  • 48
  • Students as Participants and Collaborators
  • 48
  • Changing Roles in Classroom Interaction
  • 49
  • 5
  • Building Strategies for Language and Literacy Learning
  • 51
  • Learning through Case Studies
  • Guiding Principles for Instructional Strategies
  • 51
  • Classroom Scheduling
  • 56
  • Teacher-Student Interaction
  • 56
  • Side-by-Side Coaching
  • 56
  • Peripheral Conferencing
  • 57
Edition
1st ed.
Extent
1 online resource (xi, 196 pages
Form of item
online
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Other physical details
illustrations)
Specific material designation
remote
System control number
(OCoLC)1042138275

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