Writing Instruction to Support Literacy Success.:
This volume will feature prominent researchers sharing evidence-based successes partnering with teachers in K-12 classrooms. It will have 3 sub-sections according to grade level appropriate instruction: K-3, 4-8, 9-12. As a result the book will have wide readership amongst educators in the early chi...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | , |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Bingley :
Emerald Group Publishing Limited,
2016.
|
| Schriftenreihe: | Literacy research, practice and evaluation.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This volume will feature prominent researchers sharing evidence-based successes partnering with teachers in K-12 classrooms. It will have 3 sub-sections according to grade level appropriate instruction: K-3, 4-8, 9-12. As a result the book will have wide readership amongst educators in the early childhood, elementary, middle, and high school years. |
| Beschreibung: | Low-Stakes with a Purpose: Focused Freewriting. |
| Beschreibung: | 1 online resource (345 pages) |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9781786355256 1786355256 9781786355263 1786355264 |
Internformat
MARC
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| 245 | 1 | 0 | |a Writing Instruction to Support Literacy Success. |
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| 300 | |a 1 online resource (345 pages) | ||
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| 490 | 1 | |a Literacy Research, Practice and Evaluation ; |v v. 7 | |
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Front Cover; Writing Instruction to Support Literacy Success; Copyright Page; Contents; List of Contributors; About the Editors; Introduction; Rethinking Writing Products and Processes in a Digital Age; The Re-Membered Literacy Component; The High Stakes of Writing Development; Write Now; Theoretical Underpinnings of Writing; Writing as a Practice; A Shift toward Student-Centered Pedagogies; Maintaining the Motivation to Write; Opportunity and Challenge; Mixing the Process and Product Approaches; Digital Writing; Connecting Writing to Reading Today; References. | |
| 505 | 8 | |a Turning around the Progress of Struggling Writers: Key Findings from Recent ResearchDesign of Our Study; Participants; Sources of Data; Analysis; Findings; Key Feature of High Progress Students: Increasing Message Complexity; Teacher Support to Increase Message Complexity; Key Feature of High Progress Students: Improved Legibility; Teacher Support of Legibility; Key Feature of High Progress Students: Growing Independence; Teacher Support for Growing Independence; Increasing Responsibility to Use Sources of Knowledge; Creating Spaces for Problem-Solving; Practical Implications. | |
| 505 | 8 | |a Become familiar with linguistic complexityTeach for linguistic complexity; References; Appendix; Accelerating Student Progress in Writing: Examining Practices Effective in New Zealand Primary School Classrooms; Introduction; The Context; A Theoretical Lens; Aims and Scope of the Chapter; Potential, Powerful Practices for Developing Writing and for Accelerating Progress; Knowing Your Writers; Making Connections with and Validating Cultural and Linguistic Funds of Knowledge; Learning Goals and Tasks: Alignment and Transparency; Providing Quality Feedback; Scaffolding Self-Regulation in Writers. | |
| 505 | 8 | |a Direct, Targeted InstructionDifferentiating Instruction; Conclusion; References; Ideas as a Springboard for Writing in K-8 Classrooms; Theoretical Perspectives on Idea Generation and Composing; Quality of Ideas and Writing Achievement; Methods; Literature Search Methods; Data Analysis and Synthesis; Findings; Students' Sources and Processes for Idea Generation and Composing; Knowledge Sources and Preferences for Composing; Intertextual Processes for Idea Generation and Composing; Classroom Dialogue; Self-Talk; Peer-Talk; Play, Drama, and Drawing. | |
| 505 | 8 | |a Instructional Dimensions Mediating Students' Development of IdeasInfluences of Content Curriculum and Literature; Strategy Instruction; Visual and Symbolic Tools; Approaches to Writing Instruction; Motivation to Write; Discussion and Practical Implications; Conclusion; References; Process with a Purpose: Low-Stakes Writing in the Secondary English Classroom; Writing: Process or Product?; Writing Appraisal: Progress or Performance?; Freeing Students to Write; Fruitful Feedback, Further Thinking; Lowering the Stakes; Responding to In-Process Writing. | |
| 500 | |a Low-Stakes with a Purpose: Focused Freewriting. | ||
| 520 | |a This volume will feature prominent researchers sharing evidence-based successes partnering with teachers in K-12 classrooms. It will have 3 sub-sections according to grade level appropriate instruction: K-3, 4-8, 9-12. As a result the book will have wide readership amongst educators in the early childhood, elementary, middle, and high school years. | ||
| 504 | |a Includes bibliographical references. | ||
| 650 | 0 | |a Education |x Research. |0 http://id.loc.gov/authorities/subjects/sh85041016 | |
| 650 | 0 | |a Report writing |x Study and teaching. | |
| 650 | 6 | |a Rapports |x Rédaction |x Étude et enseignement. | |
| 650 | 7 | |a Literacy strategies. |2 bicssc | |
| 650 | 7 | |a EDUCATION |x Essays. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
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| 650 | 7 | |a Report writing |x Study and teaching |2 fast | |
| 655 | 4 | |a Electronic book. | |
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| 700 | 1 | |a Verlaan, Wolfram. | |
| 758 | |i has work: |a Writing instruction to support literacy success (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGxhrfBhckk8G36HmHmBKd |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Ortlieb, Evan T. |t Writing Instruction to Support Literacy Success. |d Bingley : Emerald Group Publishing Limited, ©2016 |
| 830 | 0 | |a Literacy research, practice and evaluation. |0 http://id.loc.gov/authorities/names/no2012061228 | |
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| adam_text | |
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| author | Ortlieb, Evan |
| author2 | Cheek Jr., Earl H. Verlaan, Wolfram |
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| author_GND | http://id.loc.gov/authorities/names/no2012061233 |
| author_facet | Ortlieb, Evan Cheek Jr., Earl H. Verlaan, Wolfram |
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| contents | Front Cover; Writing Instruction to Support Literacy Success; Copyright Page; Contents; List of Contributors; About the Editors; Introduction; Rethinking Writing Products and Processes in a Digital Age; The Re-Membered Literacy Component; The High Stakes of Writing Development; Write Now; Theoretical Underpinnings of Writing; Writing as a Practice; A Shift toward Student-Centered Pedagogies; Maintaining the Motivation to Write; Opportunity and Challenge; Mixing the Process and Product Approaches; Digital Writing; Connecting Writing to Reading Today; References. Turning around the Progress of Struggling Writers: Key Findings from Recent ResearchDesign of Our Study; Participants; Sources of Data; Analysis; Findings; Key Feature of High Progress Students: Increasing Message Complexity; Teacher Support to Increase Message Complexity; Key Feature of High Progress Students: Improved Legibility; Teacher Support of Legibility; Key Feature of High Progress Students: Growing Independence; Teacher Support for Growing Independence; Increasing Responsibility to Use Sources of Knowledge; Creating Spaces for Problem-Solving; Practical Implications. Become familiar with linguistic complexityTeach for linguistic complexity; References; Appendix; Accelerating Student Progress in Writing: Examining Practices Effective in New Zealand Primary School Classrooms; Introduction; The Context; A Theoretical Lens; Aims and Scope of the Chapter; Potential, Powerful Practices for Developing Writing and for Accelerating Progress; Knowing Your Writers; Making Connections with and Validating Cultural and Linguistic Funds of Knowledge; Learning Goals and Tasks: Alignment and Transparency; Providing Quality Feedback; Scaffolding Self-Regulation in Writers. Direct, Targeted InstructionDifferentiating Instruction; Conclusion; References; Ideas as a Springboard for Writing in K-8 Classrooms; Theoretical Perspectives on Idea Generation and Composing; Quality of Ideas and Writing Achievement; Methods; Literature Search Methods; Data Analysis and Synthesis; Findings; Students' Sources and Processes for Idea Generation and Composing; Knowledge Sources and Preferences for Composing; Intertextual Processes for Idea Generation and Composing; Classroom Dialogue; Self-Talk; Peer-Talk; Play, Drama, and Drawing. Instructional Dimensions Mediating Students' Development of IdeasInfluences of Content Curriculum and Literature; Strategy Instruction; Visual and Symbolic Tools; Approaches to Writing Instruction; Motivation to Write; Discussion and Practical Implications; Conclusion; References; Process with a Purpose: Low-Stakes Writing in the Secondary English Classroom; Writing: Process or Product?; Writing Appraisal: Progress or Performance?; Freeing Students to Write; Fruitful Feedback, Further Thinking; Lowering the Stakes; Responding to In-Process Writing. |
| ctrlnum | (OCoLC)964411864 |
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| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
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| dewey-search | 370.7 |
| dewey-sort | 3370.7 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| series | Literacy research, practice and evaluation. |
| series2 | Literacy Research, Practice and Evaluation ; |
| spelling | Ortlieb, Evan. http://id.loc.gov/authorities/names/no2012061233 Writing Instruction to Support Literacy Success. Bingley : Emerald Group Publishing Limited, 2016. 1 online resource (345 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Literacy Research, Practice and Evaluation ; v. 7 Print version record. Front Cover; Writing Instruction to Support Literacy Success; Copyright Page; Contents; List of Contributors; About the Editors; Introduction; Rethinking Writing Products and Processes in a Digital Age; The Re-Membered Literacy Component; The High Stakes of Writing Development; Write Now; Theoretical Underpinnings of Writing; Writing as a Practice; A Shift toward Student-Centered Pedagogies; Maintaining the Motivation to Write; Opportunity and Challenge; Mixing the Process and Product Approaches; Digital Writing; Connecting Writing to Reading Today; References. Turning around the Progress of Struggling Writers: Key Findings from Recent ResearchDesign of Our Study; Participants; Sources of Data; Analysis; Findings; Key Feature of High Progress Students: Increasing Message Complexity; Teacher Support to Increase Message Complexity; Key Feature of High Progress Students: Improved Legibility; Teacher Support of Legibility; Key Feature of High Progress Students: Growing Independence; Teacher Support for Growing Independence; Increasing Responsibility to Use Sources of Knowledge; Creating Spaces for Problem-Solving; Practical Implications. Become familiar with linguistic complexityTeach for linguistic complexity; References; Appendix; Accelerating Student Progress in Writing: Examining Practices Effective in New Zealand Primary School Classrooms; Introduction; The Context; A Theoretical Lens; Aims and Scope of the Chapter; Potential, Powerful Practices for Developing Writing and for Accelerating Progress; Knowing Your Writers; Making Connections with and Validating Cultural and Linguistic Funds of Knowledge; Learning Goals and Tasks: Alignment and Transparency; Providing Quality Feedback; Scaffolding Self-Regulation in Writers. Direct, Targeted InstructionDifferentiating Instruction; Conclusion; References; Ideas as a Springboard for Writing in K-8 Classrooms; Theoretical Perspectives on Idea Generation and Composing; Quality of Ideas and Writing Achievement; Methods; Literature Search Methods; Data Analysis and Synthesis; Findings; Students' Sources and Processes for Idea Generation and Composing; Knowledge Sources and Preferences for Composing; Intertextual Processes for Idea Generation and Composing; Classroom Dialogue; Self-Talk; Peer-Talk; Play, Drama, and Drawing. Instructional Dimensions Mediating Students' Development of IdeasInfluences of Content Curriculum and Literature; Strategy Instruction; Visual and Symbolic Tools; Approaches to Writing Instruction; Motivation to Write; Discussion and Practical Implications; Conclusion; References; Process with a Purpose: Low-Stakes Writing in the Secondary English Classroom; Writing: Process or Product?; Writing Appraisal: Progress or Performance?; Freeing Students to Write; Fruitful Feedback, Further Thinking; Lowering the Stakes; Responding to In-Process Writing. Low-Stakes with a Purpose: Focused Freewriting. This volume will feature prominent researchers sharing evidence-based successes partnering with teachers in K-12 classrooms. It will have 3 sub-sections according to grade level appropriate instruction: K-3, 4-8, 9-12. As a result the book will have wide readership amongst educators in the early childhood, elementary, middle, and high school years. Includes bibliographical references. Education Research. http://id.loc.gov/authorities/subjects/sh85041016 Report writing Study and teaching. Rapports Rédaction Étude et enseignement. Literacy strategies. bicssc EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Education Research fast Report writing Study and teaching fast Electronic book. Cheek Jr., Earl H. Verlaan, Wolfram. has work: Writing instruction to support literacy success (Text) https://id.oclc.org/worldcat/entity/E39PCGxhrfBhckk8G36HmHmBKd https://id.oclc.org/worldcat/ontology/hasWork Print version: Ortlieb, Evan T. Writing Instruction to Support Literacy Success. Bingley : Emerald Group Publishing Limited, ©2016 Literacy research, practice and evaluation. http://id.loc.gov/authorities/names/no2012061228 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1423736 Volltext |
| spellingShingle | Ortlieb, Evan Writing Instruction to Support Literacy Success. Literacy research, practice and evaluation. Front Cover; Writing Instruction to Support Literacy Success; Copyright Page; Contents; List of Contributors; About the Editors; Introduction; Rethinking Writing Products and Processes in a Digital Age; The Re-Membered Literacy Component; The High Stakes of Writing Development; Write Now; Theoretical Underpinnings of Writing; Writing as a Practice; A Shift toward Student-Centered Pedagogies; Maintaining the Motivation to Write; Opportunity and Challenge; Mixing the Process and Product Approaches; Digital Writing; Connecting Writing to Reading Today; References. Turning around the Progress of Struggling Writers: Key Findings from Recent ResearchDesign of Our Study; Participants; Sources of Data; Analysis; Findings; Key Feature of High Progress Students: Increasing Message Complexity; Teacher Support to Increase Message Complexity; Key Feature of High Progress Students: Improved Legibility; Teacher Support of Legibility; Key Feature of High Progress Students: Growing Independence; Teacher Support for Growing Independence; Increasing Responsibility to Use Sources of Knowledge; Creating Spaces for Problem-Solving; Practical Implications. Become familiar with linguistic complexityTeach for linguistic complexity; References; Appendix; Accelerating Student Progress in Writing: Examining Practices Effective in New Zealand Primary School Classrooms; Introduction; The Context; A Theoretical Lens; Aims and Scope of the Chapter; Potential, Powerful Practices for Developing Writing and for Accelerating Progress; Knowing Your Writers; Making Connections with and Validating Cultural and Linguistic Funds of Knowledge; Learning Goals and Tasks: Alignment and Transparency; Providing Quality Feedback; Scaffolding Self-Regulation in Writers. Direct, Targeted InstructionDifferentiating Instruction; Conclusion; References; Ideas as a Springboard for Writing in K-8 Classrooms; Theoretical Perspectives on Idea Generation and Composing; Quality of Ideas and Writing Achievement; Methods; Literature Search Methods; Data Analysis and Synthesis; Findings; Students' Sources and Processes for Idea Generation and Composing; Knowledge Sources and Preferences for Composing; Intertextual Processes for Idea Generation and Composing; Classroom Dialogue; Self-Talk; Peer-Talk; Play, Drama, and Drawing. Instructional Dimensions Mediating Students' Development of IdeasInfluences of Content Curriculum and Literature; Strategy Instruction; Visual and Symbolic Tools; Approaches to Writing Instruction; Motivation to Write; Discussion and Practical Implications; Conclusion; References; Process with a Purpose: Low-Stakes Writing in the Secondary English Classroom; Writing: Process or Product?; Writing Appraisal: Progress or Performance?; Freeing Students to Write; Fruitful Feedback, Further Thinking; Lowering the Stakes; Responding to In-Process Writing. Education Research. http://id.loc.gov/authorities/subjects/sh85041016 Report writing Study and teaching. Rapports Rédaction Étude et enseignement. Literacy strategies. bicssc EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Education Research fast Report writing Study and teaching fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85041016 |
| title | Writing Instruction to Support Literacy Success. |
| title_auth | Writing Instruction to Support Literacy Success. |
| title_exact_search | Writing Instruction to Support Literacy Success. |
| title_full | Writing Instruction to Support Literacy Success. |
| title_fullStr | Writing Instruction to Support Literacy Success. |
| title_full_unstemmed | Writing Instruction to Support Literacy Success. |
| title_short | Writing Instruction to Support Literacy Success. |
| title_sort | writing instruction to support literacy success |
| topic | Education Research. http://id.loc.gov/authorities/subjects/sh85041016 Report writing Study and teaching. Rapports Rédaction Étude et enseignement. Literacy strategies. bicssc EDUCATION Essays. bisacsh EDUCATION Organizations & Institutions. bisacsh EDUCATION Reference. bisacsh Education Research fast Report writing Study and teaching fast |
| topic_facet | Education Research. Report writing Study and teaching. Rapports Rédaction Étude et enseignement. Literacy strategies. EDUCATION Essays. EDUCATION Organizations & Institutions. EDUCATION Reference. Education Research Report writing Study and teaching Electronic book. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1423736 |
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