Search results for: how-children-learn-to-write

How Children Learn to Write

Author : Dorothy Latham
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`This book is a useful addition to any staff library. What makes it different to many other similar books is that it shows teachers that speaking, listening and reading create the foundations for writing. Tested in schools, staff said: "It is a very useful framework for action-research based upon secure theory. When deciding classroom strategies, it is easy to find what you are looking for and the chapter summaries are very helpful. Some of the staff development and training suggestions are very practical and we are trying them out. We found the emphasis upon class novels and the class discussion that follows, very important, especially when linked to the excellent examples of children's writing." This book may appear to some as theoretical and 'academic', but this is why it will be valuable. It does what the title says because it shows how children learn to write. It starts at the beginning and saves diving into the latest trend. Perhaps its best recommendation is that every school that was asked to look at it said, `It's good and we have ordered a copy' - John Lilly, independent education consultant `The chapter on the Taxonomy of Writing Purposes will be useful for planning and those on extending and enhancing writing will definitely be helpful in many day-to-day situations' - Nicholas Bielby, Times Educational Supplement This book outlines the processes which are involved when children learn to write. The author shows how certain strategies can improve children's progress in writing. Dealing with the age range three to 13, the book addresses issues to do with: - the gender gap - children with English as an additional language - left-handedness Dorothy Latham includes ideas for sound and easy ongoing assessment of writing. The book is written in line with the requirements of the English National Curriculum and The National Literacy Strategy Framework for England, but is not limited to them. Topics also covered include: - brain development and structures - the acquisition of speech - language and thinking - working memory - secretarial skills - stages in compositional development - writing purposes and cross-curricular applications - strategies for improving self-generated writing - using reading to improve writing - using speech and drama to improve writing and - ten ways to improve children's writing. This book is for serving teachers in schools wishing to study the subject in further depth, and as a source book for students. Useful for school-based staff INSET, it provides simple activities for teachers to do and discuss.

How Children Learn to Read

Author : Helen Katherine Mackintosh
File Size : 85.25 MB
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How Children Learn to Write

Author : Martha L. King
File Size : 72.74 MB
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How Children Learn to Write Words

Author : Rebecca Treiman
File Size : 40.37 MB
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Writing allows people to convey information to others who are remote in time and space, vastly increasing the range over which people can cooperate and the amount they can learn. Mastering the writing system of one's language is crucial for success in a modern society. This book examines how children learn to write words. It provides a theoretical framework that integrates findings from a wide range of age groups--from children who are producing their first scribbles to experienced spellers who are writing complex words. To set the stage for these discussions, early chapters of the book consider the nature of writing systems and the nature of learning itself. The following chapters review various aspects of orthographic development, including the learning of symbol shapes and punctuation. Each chapter reviews research with learners of a variety of languages and writing systems, revealing underlying similarities. Discussions of how orthography is and should be taught are incorporated into each chapter, making the book of interest to educators as well as to psychologists, cognitive scientists, and linguists. This book is unique in the range of topics and languages that it covers and the degree to which it integrates linguistic insights about the nature of writing systems with discussions of how people learn to use these systems. It is written in a scholarly yet accessible manner, making it suited for a wide audience.

How Children Learn at Home

Author : Alan Thomas
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In his Educating Children at Home, Alan Thomas found that many home educating families chose or gravitated towards an informal style of education, radically different from that found in schools. Such learning, also described as unschooling, natural or autonomous, takes place without most of the features considered essential for learning in school. At home there is no curriculum or sequential teaching, nor are there any lessons, textbooks, requirements for written work, practice exercises, marking or testing. But how can children who learn in this way actually achieve an education on a par with what schools offer? In this new research, Alan Thomas and Harriet Pattison seek to explain the efficacy of this alternative pedagogy through the experiences of families who have chosen to educate their children informally. Based on interviews and extended examples of learning at home the authors explore: - the scope for informal learning within children's everyday lives - the informal acquisition of literacy and numeracy - the role of parents and others in informal learning - how children proactively develop their own learning agendas. Their investigation provides not only an insight into the powerful and effective nature of informal learning but also presents some fundamental challenges to many of the assumptions underpinning educational theory. This book will be of interest to education practitioners, researchers and all parents, whether their children are in or out of school, offering as it does fascinating insights into the nature of children's learning.

How Indianapolis Children Learn

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The Learning to write Process in Elementary Classrooms

Author : Suzanne Bratcher
File Size : 89.46 MB
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This text models for teachers how to help children learn and write by establishing comfort with writing, building confidence, and developing competence. Several themes run through the learning-to-write-process presented in this text: * Writing is communication; * Writing is a powerful tool for learning; * How children feel about their writing and themselves as writers affects how they learn to write; * Teachers are coworkers with students; children from many backgrounds can learn to write together. The text sythesizes what we know about how children learn, how we write, and what we write into a process of teaching children to write. It is intended to serve as a starting place for developing theories of how to best teach writing.

Children s Literacy Development

Author : Catherine McBride
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In the thoroughly updated second edition of this unique book, Catherine McBride examines how the languages we know help structure the process of becoming literate. Taking an ecological and distinctively cross-cultural perspective, the book looks at reading and writing development and impairment across a range of languages, scripts, and contexts. The book covers issues including: The importance of phonological sensitivity for learning to read and to write The first units, or building blocks, of literacy learning in different scripts such as Chinese, English, Korean Hangul, Hebrew, Hindi and Arabic The role of visual processing in reading and writing skills How the latest research can inform the teaching of reading An overview of our understanding of dyslexia, including recent neuroscientific research The developmental challenges in becoming biliterate What is special about writing for beginners and later for comprehensive writing Basics of reading comprehension Children’s Literacy Development, Second Edition is a timely and important contribution to our understanding of literacy around the world. Written by an eminent scholar in the field, it is the only book available that provides an overview of how children learn to read and write in different languages, and will be essential reading for all students of Developmental Psychology, Educational Psychology, Psycholinguistics and Speech Therapy.

How Children Learn to Draw

Author : Walter Sargent
File Size : 61.77 MB
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How Children Learn to Read and How to Help Them

Author : Cedric Cullingford
File Size : 30.12 MB
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This is an introductory guide to the theoretical and practical aspects of the development of reading skills. The book looks at the success or failure of various techniques and provides underpinning theory.

Children Learn the Language Arts

Author : Mildred Agnes Dawson
File Size : 68.55 MB
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How We Write

Author : Mike Sharples
File Size : 67.27 MB
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How We Write is an accessible guide to the entire writing process, from forming ideas to formatting text. Combining new explanations of creativity with insights into writing as design, it offers a full account of the mental, physical and social aspects of writing. How We Write explores: how children learn to write the importance of reflective thinking processes of planning, composing and revising visual design of text cultural influences on writing global hypertext and the future of collaborative and on-line writing. By referring to a wealth of examples from writers such as Umberto Eco, Terry Pratchett and Ian Fleming, How We Write ultimately teaches us how to control and extend our own writing abilities. How We Write will be of value to students and teachers of language and psychology, professional and aspiring writers, and anyone interested in this familiar yet complex activity.

How your Child can learn to Read and Write Before 6 Free Version

Author : Montessori Helper
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It is a well known fact that the vast majority of children learn the alphabet by rote. In other words they simply repeat the letters and learn them by repetition. The ABC song is probably the best example of this misguided conventional wisdom. The same applies to how most children learn the numbers 1 – 10. Since the alphabet and the number system are the most fundamental building blocks to all future language and mathematical learning in a child’s life… why is it that we do not allow the child to learn it in a way that aids comprehension, not just memorisation by repetition. In a “concrete” way where they will literally understand the difference between “1” and “2”, or “a” and “b”. Think about it, how is a child meant to comprehend what “2” actually means when all they have heard is someone say “2” and they have simply repeated it, much to the satisfaction of the doting parent or teacher. It is this very logic that is often the catalyst for “blocks” and learning difficulties with Maths and other subject areas in later years. By contrast, one of the benefits of using the Montessori Method, for teaching the alphabet and numbers, is because she stresses how important it is to “internalise” a concrete concept first before building on that.

How Children Learn a Second Language

Author : Kenneth Melville Johns
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The purpose of this fastback is to help teachers find out how children acquire a second language and explore the linguistic foundations on which sound English as a Second Language (ESL) curricula can be developed. It is intended for the regular classroom teacher, not the ESL specialist. Central findings in research on second language learning include these: that there is an order in which language structures are acquired; this order differs from the traditional grammar sequence taught; fluency develops gradually and subconsciously; and formal learning of grammatical structures follows. Three conditions are necessary for second language learning: perception of a need to communicate in the target language; comprehensible input; and a low-anxiety environment. Children go through four stages in second language learning: pre-production; early production; speech emergence; and intermediate fluency. They proceed through these stages at their own pace, and forcing can delay progress. The teacher's role is to structure an environment in which the learner finds it necessary to communicate, using a variety of techniques so the message transmitted is understood. Above all, the teacher should take an interest in the child's first language and culture, and should accept all attempts made to communicate. Caretakers should provide an environment rich in language experiences and cooperate with the school in second language teaching efforts. Teachers must understand that the child learned his native language easily, and can learn the second similarly. Teacher knowledge of the native language is not required for effectiveness. (MSE)

Writing Teaching Learning

Author : Richard Layton Graves
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More than a sourcebook, Writing, Teaching, Learning is a celebration of the writing-teaching process, reflecting the best writing about the teaching of writing published within the last ten years.

Growing Up Writing

Author : Arlene Silberman
File Size : 40.72 MB
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Argues that current educational methods hinder children trying to learn to write, and suggests new techniques

Language and Learning

Author : Terry Piper
File Size : 75.21 MB
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Once again, this comprehensive, easy-to-read book explores the way in which children learn language, the way language is taught to children, and how these two roads to language sometimes diverge-always giving equal treatment to first and second language learning. KEY TOPICS: Piper tracks language acquisition, from birth through the school years, presenting numerous cases studies of children's experiences as a means of illustrating stages of language development and the sequence of skills attainment. In addition, she thoroughly covers bilingualism, paying particular attention to the differences between second language learning at home and in a school setting. MARKET: For ESL and elementary school speech teachers.

The Bulletin of the National Association of Secondary School Principals

Author : National Association of Secondary School Principals (U.S.)
File Size : 56.80 MB
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How Children Learn the Meanings of Words

Author : Paul Bloom
File Size : 27.93 MB
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How children learn words through sophisticated cognitive abilities that exist for other purposes.

Integrated Language Arts in the Elementary School

Author : Susan Tchudi
File Size : 85.13 MB
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Integrated Language Arts in the Elementary School reflects many of the most important recent developments in language arts teaching both in the United States and internationally. In keeping with current theory and research in children's language learning, the text emphasizes the view that the language areas should not be isolated into separate areas of study but should be integrated with an emphasis on whole meaningful experiences that absorb and engage students.