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