Gotowa bibliografia na temat „Children’s Literacy Success Strategy”
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Artykuły w czasopismach na temat "Children’s Literacy Success Strategy"
Ariati, Ni Putu Pebri, Ni Nyoman Padmadewi i I. Wayan Suarnajaya. "Jolly phonics: effective strategy for enhancing children english literacy". SHS Web of Conferences 42 (2018): 00032. http://dx.doi.org/10.1051/shsconf/20184200032.
Pełny tekst źródłaGreenwood, Kathryn, Christine Carroll, Lucie Crowter, Kim Jamieson, Laura Ferraresi, Anna-Marie Jones i Rupert Brown. "Early intervention for stigma towards mental illness? Promoting positive attitudes towards severe mental illness in primary school children". Journal of Public Mental Health 15, nr 4 (19.12.2016): 188–99. http://dx.doi.org/10.1108/jpmh-02-2016-0008.
Pełny tekst źródłaRiley, Jeni. "The National Literacy Strategy: success with literacy for all?" Curriculum Journal 12, nr 1 (1.03.2001): 29–58. http://dx.doi.org/10.1080/09585170010017745.
Pełny tekst źródłaRiley, Jeni. "The National Literacy Strategy: success with literacy for all?" Curriculum Journal 12, nr 1 (marzec 2001): 29–58. http://dx.doi.org/10.1080/09585170122654.
Pełny tekst źródłaChandler-Olcott, Kelly, i Paula M. Kluth. "“Mother's Voice Was the Main Source of Learning”: Parents' Role in Supporting the Literacy Development of Students with Autism". Journal of Literacy Research 40, nr 4 (1.10.2008): 461–92. http://dx.doi.org/10.1080/10862960802659152.
Pełny tekst źródłaDurand, Tina M. "Latino Parental Involvement in Kindergarten". Hispanic Journal of Behavioral Sciences 33, nr 4 (listopad 2011): 469–89. http://dx.doi.org/10.1177/0739986311423077.
Pełny tekst źródłaArredondo, Maria M., Melanie Rosado i Teresa Satterfield. "Understanding the Impact of Heritage Language on Ethnic Identity Formation and Literacy for u.s. Latino Children". Journal of Cognition and Culture 16, nr 3-4 (21.09.2016): 245–66. http://dx.doi.org/10.1163/15685373-12342179.
Pełny tekst źródłaJustice, Laura M., i Helen K. Ezell. "Print Referencing". Language, Speech, and Hearing Services in Schools 35, nr 2 (kwiecień 2004): 185–93. http://dx.doi.org/10.1044/0161-1461(2004/018).
Pełny tekst źródłaLi, Shifeng, Nan Nan, Qiongying Xu i Jiayue Li. "Perceived quality of parent–child relationships by Chinese primary school students: The role of parents’ education and parent–child literacy activities". Child Language Teaching and Therapy 36, nr 2 (23.04.2020): 79–89. http://dx.doi.org/10.1177/0265659020915943.
Pełny tekst źródłaAlanís, Iliana, i Raquel Cataldo. "“Want to hear my story?” Developing Latino children’s written narratives through culturally relevant family photographs". Association of Mexican American Educators Journal 15, nr 1 (18.07.2021): 29–56. http://dx.doi.org/10.24974/amae.15.1.416.
Pełny tekst źródłaRozprawy doktorskie na temat "Children’s Literacy Success Strategy"
Rafferty, John Michael, i res cand@acu edu au. "The Emergence of a Dominant Discourse Associated with School Programs: A Study of CLaSS". Australian Catholic University. Trescowthick School of Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp168.23072008.
Pełny tekst źródłaLovelock, Mary Therese, i res cand@acu edu au. "A Case Study of the Implementation of Children’s Literacy Success Strategy: The perceptions of principals, literacy co-ordinators and teachers". Australian Catholic University. Education (VIC), 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp196.08052009.
Pełny tekst źródłaDe, Silva Chamellé René. "The achievement of grade 3 learners’ higher order reading skills on a children’s literature-based reading programme". Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/2132.
Pełny tekst źródłaThe Western Cape Education Department’s Literacy and Numeracy Strategy 2006-2016 refers to the 2002 assessment (WCED, 2006) of Grade 3 learners. This study found that only 36% of learners were achieving the reading and numeracy outcomes expected of a Grade 3 learner. The vast majority of learners were underperforming two to three years below expectation (WCED Literacy and Numeracy Strategy 2006-2016). South African learners’ performance in the Progress in International Reading Literacy Study (PIRLS 2006) assessment reinforces the need for reading instruction practices aimed at addressing the difficulties in language and reading in both the Foundation and Intermediate Phases. It was against this background that I wanted to investigate the value and impact of a children's literature - based reading programme, as the importance of independent and critical reading at the primary level cannot be over estimated. PIRLS, (2006) highlights the areas of low achievement of South African learners by referring to the twelve reading skills and strategies identified by current research as central to the learning of reading. South Africa lags behind in introducing these critical skills. I argue for the inclusion of an alternative reading programme to the phonics only approach currently and predominantly used in Foundation Phase. Social constructivists see as crucial, both the context in which learning occurs and the social context that learners bring to their learning environment. This theoretical framework, as well as the Reader Response theory of Rosenblatt (1982) underpins this study. Relevant cognitive theories and their underpinnings in reading motivation and achievement are reviewed. The literature review is an in-depth study of recent and current reading research. The main aspects covered by the literature are literacy skills, language acquisition and its related skills. The study is lodged in a qualitative paradigm and embedded in action research. The analysis is framed in constructivist grounded theory. The quantitative data collected support the qualitative data and enhance the validity of the findings that indicate that the study of literature is effective in developing higher order thinking skills identified by Bloom (1956) and present in the PIRLS (2006) test methodology.
Kerr, Lindsay Anne. "The Educational Production of Students at Risk". Thesis, 2011. http://hdl.handle.net/1807/29771.
Pełny tekst źródłaKsiążki na temat "Children’s Literacy Success Strategy"
Great Britain. Department for Education and Skills. lessons for success: Delivering skills for life : the national strategy for improving adult literacy and numeracy skills. Nottingham: DfES Publications, 2002.
Znajdź pełny tekst źródłaCzęści książek na temat "Children’s Literacy Success Strategy"
Boyd, Taylor. "Education Reform in Ontario: Building Capacity Through Collaboration". W Implementing Deeper Learning and 21st Education Reforms, 39–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_2.
Pełny tekst źródła"The National Literacy Strategy: missing a crucial link? A comparative study of the National Literacy Strategy and Success for All". W Education 3-13, 269–81. Routledge, 2013. http://dx.doi.org/10.4324/9780203078761-32.
Pełny tekst źródłaHickey, Ruth, i Hilary Whitehouse. "Multiple Literacies and Environmental Science Education". W Multiple Literacy and Science Education, 123–41. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-690-2.ch008.
Pełny tekst źródłaYager, Zali. "Promoting Positive Body Image and Embodiment in Schools". W Handbook of Positive Body Image and Embodiment, redaktorzy Tracy L. Tylka i Niva Piran, 346–59. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190841874.003.0033.
Pełny tekst źródłaSadoo, Samantha, i David A. Ross. "Strategies to improve adolescent health". W Oxford Textbook of Global Health of Women, Newborns, Children, and Adolescents, redaktorzy Delan Devakumar, Jennifer Hall, Zeshan Qureshi i Joy Lawn, 82–86. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198794684.003.0017.
Pełny tekst źródłaCarter, Bryan D., William G. Kronenberger, Eric L. Scott i Christine E. Brady. "Session 9: Keys to Maintaining Progress". W Children's Health and Illness Recovery Program (CHIRP), 103–6. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190070267.003.0010.
Pełny tekst źródłaStreszczenia konferencji na temat "Children’s Literacy Success Strategy"
Wakhungu, C. N. "The Impact of Teachers Interpersonal Characteristics on Acquisition of Reading Skills among Grade Three Pupils in Public Primary Schools in Bungoma County, Kenya". W The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3106.
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