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

Resource Information

The instance Classroom-based language and literacy intervention : a programs and case studies approach, Francine C. Falk-Ross represents a material embodiment of a distinct intellectual or artistic creation found in Internet Archive - Open Library. This resource is a combination of several types including: Instance, Electronic.

Label

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

Link

• https://archive.org/details/classroombasedla0000falk
• https://openlibrary.org/books/OL7411384M

Title remainder

a programs and case studies approach

Statement of responsibility

Francine C. Falk-Ross

Instantiates

• Classroom-based language and literacy intervention : a programs and case studies approach

Publication

• Boston, Allyn and Bacon, ©2002

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)

Record ID

classroombasedla0000falk

Specific material designation

remote

System control number

(OCoLC)1042138275