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Teaching At-Risk Students t...
This Brief provides the theoretical foundation of the Camp Sharigan program, while discussing its practical applications and summarizing research studies. It addresses the question often raised in literature and in school-based settings: What is the most effective way to teach children to read? Chapters explore a group-centered approach to correcting reading failure and offers research-based field studies to demonstrate the success of the Camp Sharigan method. The group-centered theory combines learning and counseling into the same program to strengthen education and mental health. In addition, creative-art therapy techniques are also explained and demonstrated. Featured topics in this Brief include: Vowel clustering and its use in improving phonemic awareness. Why group-centered prevention is better for teaching. The importance of cohesion and cohesive-learning in group-centered prevention. The use of individualized rotation to increase motivation and instruction in children who struggle to read. Teaching At-Risk Students to Read is as an essential resource for psychology and educational professionals as well as researchers and graduate students who are interested in improving teaching methods with at-risk students, reducing school dropout rates, increasing intrinsic motivation for struggling readers, changing to an effective method for teaching children to read, improving student engagement, and strengthening self-regulated learning. .
Monografía
monografia Rebiun18470698 https://catalogo.rebiun.org/rebiun/record/Rebiun18470698 cr nn 008mamaa 161210s2016 gw | s |||| 0|eng d 9783319506241 978-3-319-50624-1 10.1007/978-3-319-50624-1 doi UEM 374654 UPVA 996878033303706 UAM 991007706720104211 UCAR 991007919816604213 CBUC 991010401832006709 UR0400129 UPNA0498175 CBUC 991040847709706706 CBUC 991001851079706708 JMC bicssc PSY004000 bisacsh 155.4 23 155.424 23 Clanton Harpine, Elaine. author Teaching At-Risk Students to Read Recurso electrónico-En línea] :] The Camp Sharigan Method by Elaine Clanton Harpine Cham Springer International Publishing Imprint: Springer 2016 Cham Cham Springer International Publishing Imprint: Springer XIV, 48 p. online resource XIV, 48 p. Text txt rdacontent computer c rdamedia online resource cr rdacarrier SpringerBriefs in Psychology 2192-8363 Behavioral Science and Psychology (Springer-41168) Chapter 1. Why Are Groups a Better Way to Teach Reading Than One-on-One Tutoring? -- Chapter 2. Why Is Vowel Clustering More Effective than Whole Language or Old Style Phonics for Teaching Reading? -- Chapter 3. Why is Reading Failure Both a Psychological and an Educational Problem? -- Chapter 4. Why Can\2019t I Just Use Bits and Pieces of an Evidence-Based Program? Accesible sólo para usuarios de la UPV Recurso a texto completo This Brief provides the theoretical foundation of the Camp Sharigan program, while discussing its practical applications and summarizing research studies. It addresses the question often raised in literature and in school-based settings: What is the most effective way to teach children to read? Chapters explore a group-centered approach to correcting reading failure and offers research-based field studies to demonstrate the success of the Camp Sharigan method. The group-centered theory combines learning and counseling into the same program to strengthen education and mental health. In addition, creative-art therapy techniques are also explained and demonstrated. Featured topics in this Brief include: Vowel clustering and its use in improving phonemic awareness. Why group-centered prevention is better for teaching. The importance of cohesion and cohesive-learning in group-centered prevention. The use of individualized rotation to increase motivation and instruction in children who struggle to read. Teaching At-Risk Students to Read is as an essential resource for psychology and educational professionals as well as researchers and graduate students who are interested in improving teaching methods with at-risk students, reducing school dropout rates, increasing intrinsic motivation for struggling readers, changing to an effective method for teaching children to read, improving student engagement, and strengthening self-regulated learning. . Reproducción electrónica Forma de acceso: Web Psychology Educational psychology Education Psychology Social work Child psychology School psychology Psychology Child and School Psychology Educational Psychology Social Work SpringerLink (Servicio en línea) Springer eBooks Springer eBooks Printed edition 9783319506234 SpringerBriefs in Psychology 2192-8363