Bibliografías temáticas / Maturity and Readiness / Libros

Libros sobre el tema "Maturity and Readiness"

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Autor: Grafiati
Publicado: 6 de septiembre de 2023

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1

Zabłocki, Kazimierz Jacek y Wojciech Brejnak. Emocjonalno-społeczne uwarunkowania dojrzałości szkolnej: Praca zbiorowa. Warszawa: Wydawn. Uniwersytetu Kardynała Stefana Wyszyńskiego, 2008.

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2

Kast, Verena. Through emotions to maturity: Psychological readings of fairy tales. New York: Fromm International, 1993.

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3

How we learn to read. Ashfield, Mass: Paideia, 1986.

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4

Durkin, Dolores. Teaching young children to read. 4a ed. Boston: Allyn and Bacon, 1987.

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5

Inc, Teacher's Friend Publishers, ed. Practice! & learn!: Numbers & counting 1-20 plus dot-to-dot. [Place of publication not identified]: Teacher's Friend Publishers, 1997.

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6

W, Moore David y Rickelman Robert J, eds. Prereading activities for content area reading and learning. 3a ed. Newark, Del: International Reading Association, 2000.

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7

W, Moore David. Prereading activities for content area reading and learning. 2a ed. Newark, Del: International Reading Association, 1989.

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8

O'Sullivan, Julia. Get ready, get set, get going: Learning to read in northern Canada. Thunder Bay, Ont: Centre of Excellence for Children and Adolescents with Special Needs, Lakehead University, 2007.

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9

Beginning to read: Thinking and learning about print. Cambridge, Mass: MIT Press, 1990.

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10

Adams, Marilyn Jager. Beginning to read: Thinking and learning about print : a summary. Urbana-Champaign, IL: University of Illinois, 1990.

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11

Adams, Marilyn Jager. Beginning to read: The new phonics in context. Oxford: Heinemann Educational, 1990.

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12

Laurence, Rieben y Perfetti Charles A, eds. Learning to read: Basic research and its implications. Hillsdale, N.J: L. Erlbaum Associates, 1991.

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13

Look who's learning to read: 50 fun ways to instill a love of reading in young children. New York: Scholastic Inc., 2008.

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14

Booktime! People: Literature-based thematic units, Preschool/Kindergarten. Greensboro, N.C: Education Center, 2000.

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15

Charlesworth, Liza. We can take turns. New York: Scholastic, 2009.

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16

Toward spiritual maturity: A guide to readiness for ordination to the priesthood. [Brighton, Mass.]: Archdiocese of Boston, St. John's Seminary, 1999.

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17

Emond, Alan y Jane Coad. School readiness and transition into school. Editado por Alan Emond. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198788850.003.0031.

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School readiness is a complex construct which includes physical health and well-being, social competence, emotional maturity, language and cognitive development, and communication skills. This chapter reviews the evidence for interventions which help children, and their families, be ready to start school, and highlights good practice in schools being ready and welcoming for new children. The issues of transition into school are discussed, and evidence presented on how children with medical needs can be helped to integrate and participate. Health assessments at school entry are reviewed, and the complicated area of medication in schools is summarized.
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18

Options Phonics - Sounds Literature And You: Level C. Options Pub Inc, 1999.

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19

Vivian B. Skolnick Ph.D. The Biblical Path to Psychological Maturity: Psychological Insights into the Weekly Torah Readings. Kodesh Press, 2014.

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20

Phonemic Awareness: Playing With Sounds to Strengthen Beginning Reading Skills (Phonemic Awareness). Creative Teaching Press, 1997.

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21

(Designer), Cory Jackson y Libby Perez (Editor), eds. Little Kids Can Match! Matching and Sorting Activities for Developing Cognitive Learning Skills! Teacher's Friend Publications, Inc., 2000.

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22

Memory Foundations for Reading: Visual Mnemonics for Sound/Symbol Relationships. RET Center Press, 1997.

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23

Tommy Stays Up Late. Modern Publishing, 1995.

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24

Bissex, Glenda L. Gnys at Wrk : A Child Learns to Write and Read. Harvard University Press, 2004.

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25

More Monster Math. Puffin, 1989.

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26

Sutton, Robert M. Robert's Treasury of Word Families for Phonics Fun for New Readers: A Fast Track to Mastering the Power of Reading. 1st Books Library, 2000.

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27

Robert's Treasury of Word Families for Phonics Fun for New Readers: A Fast Track to Mastering the Power of Reading. Authorhouse, 2000.

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28

Spectrum Sight Words Grade 1. Spectrum, 2008.

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29

Phonics Ready Readers Books 49-60. Scholastic, 2000.

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30

Rieben, Laurence y Charles A. Perfetti. Learning to Read: Basic Research and Its Implications. Taylor & Francis Group, 2016.

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31

Sight Word Fun. T S Denison & Co, 2001.

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32

Literacy for Little Learners: A Print Rich Classroom. The Education Center, Inc., 2004.

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33

Beginning to Read: Thinking and Learning about Print. The MIT Press, 1994.

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34

Beginning to Read. Heinemann Educational Books - Primary Division, 1994.

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35

Rieben, Laurence y Charles A. Perfetti. Learning to Read: Basic Research and Its Implications. Taylor & Francis Group, 2013.

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36

Rieben, Laurence. Learning to Read: Basic Research and Its Implications. Taylor & Francis Group, 2013.

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37

Learning to Read: Basic Research and Its Implications. Taylor & Francis Group, 2013.

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38

Rieben, Laurence y Charles A. Perfetti. Learning to Read: Basic Research and Its Implications. Taylor & Francis Group, 2013.

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39

(Editor), Laurence Rieben y Charles A. Perfetti (Editor), eds. Learning To Read: Basic Research and Its Implications. Lawrence Erlbaum, 1991.

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40

Learning to Read: Basic Research and Its Implications. Routledge, 2013.

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41

Eller, Jonathan R. Reading about Writing. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252036293.003.0010.

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This chapter explains some of the influences on authorship and reading discoveries behind Ray Bradbury's remarkable rise from raw and undisciplined talent to literary prominence. Once Bradbury realized that he could write with conviction and power from his own hopes, fears, and experiences, he was able to develop his own style instead of imitating the hallmarks of other writers. He discovered new, more mature influences and use them in honing his writing skills. Bradbury came to these discoveries through three interrelated processes: his professional reading in the nature of authorship, his ever-widening range of literary reading, and the constructive criticism offered by other writers. This chapter discusses Bradbury's professional readings between 1938 and 1944, including W. Somerset Maugham's The Summing Up, Dorothea Brande's Becoming a Writer, Lajos Egri's How to Write a Play, and Maren Elwood's Characters Make Your Story; the last three books provided the insights by which Bradbury worked out his own maturing dynamics as a writer.
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42

Endocrine Control of Skeletal Maturation: Annotation to Bone Age Readings. Karger, 2002.

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43

Emerging Readers Workbook. Scholastic, Incorporated, 2018.

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44

Pfeiffer, Julie. Transforming Girls. University Press of Mississippi, 2021. http://dx.doi.org/10.14325/mississippi/9781496836267.001.0001.

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Transforming Girls: The Power of Nineteenth-Century Adolescence refocuses the history of the girls’ book and female adolescence through a comparative analysis of forgotten bestsellers aimed at adolescent girls in the United States and Germany. While these stories rely on gender binaries and suggest that girls must accommodate and support a patriarchal framework to be happy, they also provide access to imagined worlds in which teens are at the center. This is a space where mentors who trust themselves and the girl’s essentially good nature neutralize the girl’s own anxieties about maturity. These mid-nineteenth-century novels focus on female adolescence as a social category in unexpected ways. They draw not on a twentieth-century model of the alienated adolescent, but on a model of collaborative growth. Adolescence—a category that continues to engage and perplex us—is defined in these novels as a celebration of fluid identity and the deliberate construction of a self. Through insightful readings of best-selling novels, Transforming Girls explores the origins of the young adult novel, mothering as a communal enterprise, the teaching of gender identity, the girls’ book as a model for narratives of nation building, and homesickness as an antidote to nostalgia. It provides access to a forgotten group of texts that reframe our understanding of the history of the girls’ book, young adult literature, and the possibilities of adolescence. The awkward adolescent girl—so popular in mid-nineteenth-century fiction for girls—remains a valuable resource for understanding contemporary girls and stories about them.
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45

RPM or Jessica in the Dark Is (PM Story Books). Rigby, 1997.

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46

Reading and Writing the World with Mathematics: Toward a Pedagogy for Social Justice. Routledge, 2014.

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47

Gutstein, Eric. Reading And Writing The World With Mathematics: Toward a Pedagogy for Social Justice (Critical Social Thought). RoutledgeFalmer, 2005.

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48

Gutstein, Eric. Reading and Writing the World with Mathematics: Toward a Pedagogy for Social Justice. Taylor & Francis Group, 2012.

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49

Gutstein, Eric. Reading and Writing the World with Mathematics: Toward a Pedagogy for Social Justice. Taylor & Francis Group, 2012.

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50

Gutstein, Eric. Reading And Writing The World With Mathematics: Toward a Pedagogy for Social Justice (Critical Social Thought). RoutledgeFalmer, 2005.

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