Multiple Voices, Multiple Texts: Reading in the Secondary Content Areas
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Multiple Voices, Multiple Texts
ENISBN: 9780867094176 bzw. 0867094176, in Englisch, Boynton/Cook Publishers, Inc.
Lieferung aus: Vereinigte Staaten von Amerika, In Stock.
9780867094176,0867094176,multiple,voices,texts,reade,dornan, A hand-inspected Used copy of "Multiple Voices, Multiple Texts" by Reade W. Dornan and Lois M. Rosen. Ships directly from Textbooks.com, Used, Shipping to USA only!
9780867094176,0867094176,multiple,voices,texts,reade,dornan, A hand-inspected Used copy of "Multiple Voices, Multiple Texts" by Reade W. Dornan and Lois M. Rosen. Ships directly from Textbooks.com, Used, Shipping to USA only!
2
Multiple Voices, Multiple Texts
ENISBN: 9780867094176 bzw. 0867094176, in Englisch, Boynton/Cook Publishers, Inc.
Lieferung aus: Vereinigte Staaten von Amerika, In Stock.
9780867094176,0867094176,multiple,voices,texts,reade,dornan, Excellent Marketplace listings for "Multiple Voices, Multiple Texts" by Reade W. Dornan and Lois M. Rosen starting as low as $7.11! Marketplace, Shipping to USA only!
9780867094176,0867094176,multiple,voices,texts,reade,dornan, Excellent Marketplace listings for "Multiple Voices, Multiple Texts" by Reade W. Dornan and Lois M. Rosen starting as low as $7.11! Marketplace, Shipping to USA only!
3
Multiple Voices, Multiple Texts: Reading in the Secondary Content Areas
EN USISBN: 0867094176 bzw. 9780867094176, in Englisch, Heinemann, gebraucht.
Lieferung aus: Vereinigte Staaten von Amerika, In Stock.
curricula,curriculum and instruction,education,education and reference,education theory,instruction methods,language arts,language experience approach,pedagogy,reading skills, Multiple Voices, Multiple Texts : Reading in the Secondary Content Areas, Although there are plenty of professional books on reading in the content areas, most ignore theory, opting instead to include strategies that confuse rather than enlighten. Furthermore, such texts rarely make adequate connections between reading and writing as well as reading and language acquisition--and they disregard linguistic diversity altogether. This book is different. Multiple Voices, Multiple Texts provides a thorough grounding in the principles and practices of reading, writing, and language development--the kind of grounding teachers need for today's multicultural and multilingual classrooms. It is an innovative text based upon the principles of whole language and the interactive classroom, laying a theoretical framework derived from psycholinguistics, sociolinguistics, and social constructivism. Once Dornan, Rosen, and Wilson articulate their theory of reading, they offer practical suggestions for creating your own structures within this framework. They outline strategies for choosing and evaluating appropriate texts, innovative lesson plans that can be used across the curriculum, and new approaches for assessing student's reading needs. This book is an essential reference for undergraduate and graduate students taking courses in reading in the content areas, English education students in methods courses, students in reading and literacy studies, classroom teachers, and teacher educators.
curricula,curriculum and instruction,education,education and reference,education theory,instruction methods,language arts,language experience approach,pedagogy,reading skills, Multiple Voices, Multiple Texts : Reading in the Secondary Content Areas, Although there are plenty of professional books on reading in the content areas, most ignore theory, opting instead to include strategies that confuse rather than enlighten. Furthermore, such texts rarely make adequate connections between reading and writing as well as reading and language acquisition--and they disregard linguistic diversity altogether. This book is different. Multiple Voices, Multiple Texts provides a thorough grounding in the principles and practices of reading, writing, and language development--the kind of grounding teachers need for today's multicultural and multilingual classrooms. It is an innovative text based upon the principles of whole language and the interactive classroom, laying a theoretical framework derived from psycholinguistics, sociolinguistics, and social constructivism. Once Dornan, Rosen, and Wilson articulate their theory of reading, they offer practical suggestions for creating your own structures within this framework. They outline strategies for choosing and evaluating appropriate texts, innovative lesson plans that can be used across the curriculum, and new approaches for assessing student's reading needs. This book is an essential reference for undergraduate and graduate students taking courses in reading in the content areas, English education students in methods courses, students in reading and literacy studies, classroom teachers, and teacher educators.
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