Literacy coaching in the secondary grades :: helping teachers meet the needs of all students /
Too many adolescent learners still struggle with reading. This much-needed guide shows how to support teachers in providing effective literacy instruction in the content areas, which can be intensified as needed within a multi-tiered framework. Adaptive Intervention Model (AIM) Coaching was created...
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York :
The Guilford Press,
2021.
|
| Schriftenreihe: | Guilford series on intensive instruction.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Too many adolescent learners still struggle with reading. This much-needed guide shows how to support teachers in providing effective literacy instruction in the content areas, which can be intensified as needed within a multi-tiered framework. Adaptive Intervention Model (AIM) Coaching was created for grades 6-8, but is equally applicable in high school. The book gives instructional coaches an accessible blueprint for evaluating, developing, and reinforcing each teacher's capacity to implement evidence-based literacy practices. User-friendly features include case studies, end-of-chapter reflection questions and key terms, and reproducible tools. Purchasers get access to a companion website where they can download and print the reproducible materials--plus supplemental lesson plans and other resources--in a convenient 8 1/2" x 11" size. |
| Beschreibung: | 1 online resource. |
| ISBN: | 9781462546787 1462546781 |
Internformat
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| 520 | |a Too many adolescent learners still struggle with reading. This much-needed guide shows how to support teachers in providing effective literacy instruction in the content areas, which can be intensified as needed within a multi-tiered framework. Adaptive Intervention Model (AIM) Coaching was created for grades 6-8, but is equally applicable in high school. The book gives instructional coaches an accessible blueprint for evaluating, developing, and reinforcing each teacher's capacity to implement evidence-based literacy practices. User-friendly features include case studies, end-of-chapter reflection questions and key terms, and reproducible tools. Purchasers get access to a companion website where they can download and print the reproducible materials--plus supplemental lesson plans and other resources--in a convenient 8 1/2" x 11" size. | ||
| 505 | 0 | |a Cover -- Half Title Page -- Series Page -- Title Page -- Copyright -- About the Authors -- Series Editor's Note -- Preface -- Contents -- Part I. Introduction -- 1. The State of Adolescent Literacy -- Rigorous Expectations for Students -- Rigorous Expectations for Teachers -- Poor Literacy Outcomes -- Consequences -- Are Struggling Adolescent Readers Motivated to Improve? -- Review and Preview -- Terms to Know -- Reflection Questions -- 2. What Do We Do about These Poor Outcomes -- Evidence-Based: What Does It Mean and Why Is It Important? -- Overview of Evidence-Based Intensive Literacy Practices at the Secondary Level -- Review and Preview -- Terms to Know -- Reflection Questions -- 3. Common Schoolwide Support Models -- Schoolwide Service-Delivery Model Challenges and Possible Solutions -- Are These Schoolwide Service-Delivery Model Challenges Unique? -- Implications for Instructional Coaches -- Review and Preview -- Terms to Know -- Reflection Questions -- Part II. Instructional Practices Every Secondary Literacy Coach Should Know -- 4. Using Data -- Universal Screening -- Diagnostic Data Collection -- Progress Monitoring -- Review and Preview -- Terms to Know -- Reflection Questions -- 5. Challenges in Choosing Text for Intensive Instruction -- Adolescents' Reading Habits -- Adolescents' Attitudes about Reading -- Using the CCSS Guidelines to Choose Text -- Review and Preview -- Terms to Know -- Reflection Questions -- 6. Features of Effective Instruction -- The Research Evidence -- Unpacking the Model for Intentional Learning -- Review and Preview -- Terms to Know -- Reflection Questions -- 7. Evidence-Based Content-Area Literacy Practices to Support Students with Intensive Needs -- PACT for the Content-Area Classroom -- Intensifying Evidence-Based Content-Area Literacy Practices -- Review and Preview -- Terms to Know. | |
| 505 | 8 | |a Reflection Questions -- 8. Fidelity of Implementation -- Fidelity Defined -- Research Evidence Supporting the Importance of Fidelity -- Monitoring Fidelity -- Presenting the Idea of Fidelity to Teachers -- Encouraging High Levels of Fidelity -- Additional Considerations -- Review and Preview -- Terms to Know -- Reflection Questions -- Appendix 8.1. PACT+ Implementation Fidelity Checklist -- Part III. An Adaptive Coaching Model to Improve Literacy Instruction for All Students -- 9. An Adaptive Approach to Literacy Instructional Coaching: Enhancing Intensive Instruction in a Schoolwide Literacy Model -- Professional Development on Secondary Campuses Is Not Aligned with Best Practices -- An Introduction to AIM Coaching -- What Are the Assumptions behind Adaptive Intervention Models? -- The Theory behind AIM Coaching -- How AIM Coaching Differs from Current Practice -- Review and Preview -- Terms to Know -- Reflection Questions -- 10. An Introduction to AIM Coaching -- How AIM Coaching Reflects an Adaptive Intervention and Essential Terms -- How to Implement AIM Coaching: An Overview -- Putting AIM Coaching in Context -- Stage 1 Intervention -- A Note about Logistics -- Review and Preview -- Terms to Know -- Reflection Questions -- Appendix 10.1. Stage 1 Log -- Appendix 10.2. Teacher Criteria for Success: Essential Words -- Appendix 10.3. AIM Coaching Manual -- 11. Determining Teachers' Skill and Will Levels -- Assessment Stage -- Skill and Will -- Determining Skill and Will Levels -- Introducing Mr. Ryan: A Case Study -- Time to Make a Decision -- Review and Preview -- Terms to Know -- Reflection Questions -- Appendix 11.1. Implementation Survey -- 12. Tailoring Support to Meet Teachers' Needs -- Tailoring Support Based on Teachers' Willingness to Change -- How to Use the Implementation Survey Diagnostically -- Stage 2 Intervention. | |
| 505 | 8 | |a Matching Intervention to Teacher Need -- Stage 2 Log -- A Final Note about AIM Coaching: Negotiables and Non-Negotiables -- Terms to Know -- Reflection Questions -- Appendix 12.1. Stage 2 Log -- 13. AIM Coaching Case Study -- Union Middle School -- Ms. McKinney -- Mr. Johnson -- Ms. Yang -- References -- Index. | |
| 650 | 0 | |a Reading (Secondary) |0 http://id.loc.gov/authorities/subjects/sh85111685 | |
| 650 | 0 | |a Reading |x Remedial teaching. |0 http://id.loc.gov/authorities/subjects/sh85111670 | |
| 650 | 0 | |a Response to intervention (Learning disabled children) |0 http://id.loc.gov/authorities/subjects/sh2010004033 | |
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| 700 | 1 | |a Swanson, Elizabeth, |e author. | |
| 700 | 1 | |a Shelton, Alexandra |q (Alexandra Elizabeth), |e author. |1 https://id.oclc.org/worldcat/entity/E39PCjCRkcjcWKbPMPm3MMcC6X |0 http://id.loc.gov/authorities/names/n2021016892 | |
| 758 | |i has work: |a Literacy coaching in the secondary grades (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGBFk7Tmrb49X7v9PgPRKd |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
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| adam_text | |
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| author | Wexler, Jade Swanson, Elizabeth Shelton, Alexandra (Alexandra Elizabeth) |
| author_GND | http://id.loc.gov/authorities/names/n2011085786 http://id.loc.gov/authorities/names/n2021016892 |
| author_facet | Wexler, Jade Swanson, Elizabeth Shelton, Alexandra (Alexandra Elizabeth) |
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| author_sort | Wexler, Jade |
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| callnumber-raw | LB1632 |
| callnumber-search | LB1632 |
| callnumber-sort | LB 41632 |
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| collection | ZDB-4-EBA |
| contents | Cover -- Half Title Page -- Series Page -- Title Page -- Copyright -- About the Authors -- Series Editor's Note -- Preface -- Contents -- Part I. Introduction -- 1. The State of Adolescent Literacy -- Rigorous Expectations for Students -- Rigorous Expectations for Teachers -- Poor Literacy Outcomes -- Consequences -- Are Struggling Adolescent Readers Motivated to Improve? -- Review and Preview -- Terms to Know -- Reflection Questions -- 2. What Do We Do about These Poor Outcomes -- Evidence-Based: What Does It Mean and Why Is It Important? -- Overview of Evidence-Based Intensive Literacy Practices at the Secondary Level -- Review and Preview -- Terms to Know -- Reflection Questions -- 3. Common Schoolwide Support Models -- Schoolwide Service-Delivery Model Challenges and Possible Solutions -- Are These Schoolwide Service-Delivery Model Challenges Unique? -- Implications for Instructional Coaches -- Review and Preview -- Terms to Know -- Reflection Questions -- Part II. Instructional Practices Every Secondary Literacy Coach Should Know -- 4. Using Data -- Universal Screening -- Diagnostic Data Collection -- Progress Monitoring -- Review and Preview -- Terms to Know -- Reflection Questions -- 5. Challenges in Choosing Text for Intensive Instruction -- Adolescents' Reading Habits -- Adolescents' Attitudes about Reading -- Using the CCSS Guidelines to Choose Text -- Review and Preview -- Terms to Know -- Reflection Questions -- 6. Features of Effective Instruction -- The Research Evidence -- Unpacking the Model for Intentional Learning -- Review and Preview -- Terms to Know -- Reflection Questions -- 7. Evidence-Based Content-Area Literacy Practices to Support Students with Intensive Needs -- PACT for the Content-Area Classroom -- Intensifying Evidence-Based Content-Area Literacy Practices -- Review and Preview -- Terms to Know. Reflection Questions -- 8. Fidelity of Implementation -- Fidelity Defined -- Research Evidence Supporting the Importance of Fidelity -- Monitoring Fidelity -- Presenting the Idea of Fidelity to Teachers -- Encouraging High Levels of Fidelity -- Additional Considerations -- Review and Preview -- Terms to Know -- Reflection Questions -- Appendix 8.1. PACT+ Implementation Fidelity Checklist -- Part III. An Adaptive Coaching Model to Improve Literacy Instruction for All Students -- 9. An Adaptive Approach to Literacy Instructional Coaching: Enhancing Intensive Instruction in a Schoolwide Literacy Model -- Professional Development on Secondary Campuses Is Not Aligned with Best Practices -- An Introduction to AIM Coaching -- What Are the Assumptions behind Adaptive Intervention Models? -- The Theory behind AIM Coaching -- How AIM Coaching Differs from Current Practice -- Review and Preview -- Terms to Know -- Reflection Questions -- 10. An Introduction to AIM Coaching -- How AIM Coaching Reflects an Adaptive Intervention and Essential Terms -- How to Implement AIM Coaching: An Overview -- Putting AIM Coaching in Context -- Stage 1 Intervention -- A Note about Logistics -- Review and Preview -- Terms to Know -- Reflection Questions -- Appendix 10.1. Stage 1 Log -- Appendix 10.2. Teacher Criteria for Success: Essential Words -- Appendix 10.3. AIM Coaching Manual -- 11. Determining Teachers' Skill and Will Levels -- Assessment Stage -- Skill and Will -- Determining Skill and Will Levels -- Introducing Mr. Ryan: A Case Study -- Time to Make a Decision -- Review and Preview -- Terms to Know -- Reflection Questions -- Appendix 11.1. Implementation Survey -- 12. Tailoring Support to Meet Teachers' Needs -- Tailoring Support Based on Teachers' Willingness to Change -- How to Use the Implementation Survey Diagnostically -- Stage 2 Intervention. Matching Intervention to Teacher Need -- Stage 2 Log -- A Final Note about AIM Coaching: Negotiables and Non-Negotiables -- Terms to Know -- Reflection Questions -- Appendix 12.1. Stage 2 Log -- 13. AIM Coaching Case Study -- Union Middle School -- Ms. McKinney -- Mr. Johnson -- Ms. Yang -- References -- Index. |
| ctrlnum | (OCoLC)1250513297 |
| dewey-full | 418/.40712 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 418 - Applied linguistics |
| dewey-raw | 418/.40712 |
| dewey-search | 418/.40712 |
| dewey-sort | 3418 540712 |
| dewey-tens | 410 - Linguistics |
| discipline | Sprachwissenschaft |
| format | eBook |
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| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource. |
| psigel | ZDB-4-EBA |
| publishDate | 2021 |
| publishDateSearch | 2021 |
| publishDateSort | 2021 |
| publisher | The Guilford Press, |
| record_format | marc |
| series | Guilford series on intensive instruction. |
| series2 | The Guilford series on intensive instruction |
| spelling | Wexler, Jade, author. http://id.loc.gov/authorities/names/n2011085786 Literacy coaching in the secondary grades : helping teachers meet the needs of all students / Jade Wexler, Elizabeth Swanson, Alexandra Shelton. New York : The Guilford Press, 2021. 1 online resource. text txt rdacontent computer c rdacarrier online resource cr rdamedia The Guilford series on intensive instruction Too many adolescent learners still struggle with reading. This much-needed guide shows how to support teachers in providing effective literacy instruction in the content areas, which can be intensified as needed within a multi-tiered framework. Adaptive Intervention Model (AIM) Coaching was created for grades 6-8, but is equally applicable in high school. The book gives instructional coaches an accessible blueprint for evaluating, developing, and reinforcing each teacher's capacity to implement evidence-based literacy practices. User-friendly features include case studies, end-of-chapter reflection questions and key terms, and reproducible tools. Purchasers get access to a companion website where they can download and print the reproducible materials--plus supplemental lesson plans and other resources--in a convenient 8 1/2" x 11" size. Cover -- Half Title Page -- Series Page -- Title Page -- Copyright -- About the Authors -- Series Editor's Note -- Preface -- Contents -- Part I. Introduction -- 1. The State of Adolescent Literacy -- Rigorous Expectations for Students -- Rigorous Expectations for Teachers -- Poor Literacy Outcomes -- Consequences -- Are Struggling Adolescent Readers Motivated to Improve? -- Review and Preview -- Terms to Know -- Reflection Questions -- 2. What Do We Do about These Poor Outcomes -- Evidence-Based: What Does It Mean and Why Is It Important? -- Overview of Evidence-Based Intensive Literacy Practices at the Secondary Level -- Review and Preview -- Terms to Know -- Reflection Questions -- 3. Common Schoolwide Support Models -- Schoolwide Service-Delivery Model Challenges and Possible Solutions -- Are These Schoolwide Service-Delivery Model Challenges Unique? -- Implications for Instructional Coaches -- Review and Preview -- Terms to Know -- Reflection Questions -- Part II. Instructional Practices Every Secondary Literacy Coach Should Know -- 4. Using Data -- Universal Screening -- Diagnostic Data Collection -- Progress Monitoring -- Review and Preview -- Terms to Know -- Reflection Questions -- 5. Challenges in Choosing Text for Intensive Instruction -- Adolescents' Reading Habits -- Adolescents' Attitudes about Reading -- Using the CCSS Guidelines to Choose Text -- Review and Preview -- Terms to Know -- Reflection Questions -- 6. Features of Effective Instruction -- The Research Evidence -- Unpacking the Model for Intentional Learning -- Review and Preview -- Terms to Know -- Reflection Questions -- 7. Evidence-Based Content-Area Literacy Practices to Support Students with Intensive Needs -- PACT for the Content-Area Classroom -- Intensifying Evidence-Based Content-Area Literacy Practices -- Review and Preview -- Terms to Know. Reflection Questions -- 8. Fidelity of Implementation -- Fidelity Defined -- Research Evidence Supporting the Importance of Fidelity -- Monitoring Fidelity -- Presenting the Idea of Fidelity to Teachers -- Encouraging High Levels of Fidelity -- Additional Considerations -- Review and Preview -- Terms to Know -- Reflection Questions -- Appendix 8.1. PACT+ Implementation Fidelity Checklist -- Part III. An Adaptive Coaching Model to Improve Literacy Instruction for All Students -- 9. An Adaptive Approach to Literacy Instructional Coaching: Enhancing Intensive Instruction in a Schoolwide Literacy Model -- Professional Development on Secondary Campuses Is Not Aligned with Best Practices -- An Introduction to AIM Coaching -- What Are the Assumptions behind Adaptive Intervention Models? -- The Theory behind AIM Coaching -- How AIM Coaching Differs from Current Practice -- Review and Preview -- Terms to Know -- Reflection Questions -- 10. An Introduction to AIM Coaching -- How AIM Coaching Reflects an Adaptive Intervention and Essential Terms -- How to Implement AIM Coaching: An Overview -- Putting AIM Coaching in Context -- Stage 1 Intervention -- A Note about Logistics -- Review and Preview -- Terms to Know -- Reflection Questions -- Appendix 10.1. Stage 1 Log -- Appendix 10.2. Teacher Criteria for Success: Essential Words -- Appendix 10.3. AIM Coaching Manual -- 11. Determining Teachers' Skill and Will Levels -- Assessment Stage -- Skill and Will -- Determining Skill and Will Levels -- Introducing Mr. Ryan: A Case Study -- Time to Make a Decision -- Review and Preview -- Terms to Know -- Reflection Questions -- Appendix 11.1. Implementation Survey -- 12. Tailoring Support to Meet Teachers' Needs -- Tailoring Support Based on Teachers' Willingness to Change -- How to Use the Implementation Survey Diagnostically -- Stage 2 Intervention. Matching Intervention to Teacher Need -- Stage 2 Log -- A Final Note about AIM Coaching: Negotiables and Non-Negotiables -- Terms to Know -- Reflection Questions -- Appendix 12.1. Stage 2 Log -- 13. AIM Coaching Case Study -- Union Middle School -- Ms. McKinney -- Mr. Johnson -- Ms. Yang -- References -- Index. Reading (Secondary) http://id.loc.gov/authorities/subjects/sh85111685 Reading Remedial teaching. http://id.loc.gov/authorities/subjects/sh85111670 Response to intervention (Learning disabled children) http://id.loc.gov/authorities/subjects/sh2010004033 Lecture (Enseignement secondaire) Lecture Enseignement correctif. Réponse à l'intervention (Enfants en difficulté d'apprentissage) Reading Remedial teaching fast Reading (Secondary) fast Response to intervention (Learning disabled children) fast Swanson, Elizabeth, author. Shelton, Alexandra (Alexandra Elizabeth), author. https://id.oclc.org/worldcat/entity/E39PCjCRkcjcWKbPMPm3MMcC6X http://id.loc.gov/authorities/names/n2021016892 has work: Literacy coaching in the secondary grades (Text) https://id.oclc.org/worldcat/entity/E39PCGBFk7Tmrb49X7v9PgPRKd https://id.oclc.org/worldcat/ontology/hasWork Print version: 9781462546695 1462546692 9781462546701 1462546706 (DLC) 2021011908 (OCoLC)1235416106 Guilford series on intensive instruction. http://id.loc.gov/authorities/names/no2019157337 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2928827 Volltext |
| spellingShingle | Wexler, Jade Swanson, Elizabeth Shelton, Alexandra (Alexandra Elizabeth) Literacy coaching in the secondary grades : helping teachers meet the needs of all students / Guilford series on intensive instruction. Cover -- Half Title Page -- Series Page -- Title Page -- Copyright -- About the Authors -- Series Editor's Note -- Preface -- Contents -- Part I. Introduction -- 1. The State of Adolescent Literacy -- Rigorous Expectations for Students -- Rigorous Expectations for Teachers -- Poor Literacy Outcomes -- Consequences -- Are Struggling Adolescent Readers Motivated to Improve? -- Review and Preview -- Terms to Know -- Reflection Questions -- 2. What Do We Do about These Poor Outcomes -- Evidence-Based: What Does It Mean and Why Is It Important? -- Overview of Evidence-Based Intensive Literacy Practices at the Secondary Level -- Review and Preview -- Terms to Know -- Reflection Questions -- 3. Common Schoolwide Support Models -- Schoolwide Service-Delivery Model Challenges and Possible Solutions -- Are These Schoolwide Service-Delivery Model Challenges Unique? -- Implications for Instructional Coaches -- Review and Preview -- Terms to Know -- Reflection Questions -- Part II. Instructional Practices Every Secondary Literacy Coach Should Know -- 4. Using Data -- Universal Screening -- Diagnostic Data Collection -- Progress Monitoring -- Review and Preview -- Terms to Know -- Reflection Questions -- 5. Challenges in Choosing Text for Intensive Instruction -- Adolescents' Reading Habits -- Adolescents' Attitudes about Reading -- Using the CCSS Guidelines to Choose Text -- Review and Preview -- Terms to Know -- Reflection Questions -- 6. Features of Effective Instruction -- The Research Evidence -- Unpacking the Model for Intentional Learning -- Review and Preview -- Terms to Know -- Reflection Questions -- 7. Evidence-Based Content-Area Literacy Practices to Support Students with Intensive Needs -- PACT for the Content-Area Classroom -- Intensifying Evidence-Based Content-Area Literacy Practices -- Review and Preview -- Terms to Know. Reflection Questions -- 8. Fidelity of Implementation -- Fidelity Defined -- Research Evidence Supporting the Importance of Fidelity -- Monitoring Fidelity -- Presenting the Idea of Fidelity to Teachers -- Encouraging High Levels of Fidelity -- Additional Considerations -- Review and Preview -- Terms to Know -- Reflection Questions -- Appendix 8.1. PACT+ Implementation Fidelity Checklist -- Part III. An Adaptive Coaching Model to Improve Literacy Instruction for All Students -- 9. An Adaptive Approach to Literacy Instructional Coaching: Enhancing Intensive Instruction in a Schoolwide Literacy Model -- Professional Development on Secondary Campuses Is Not Aligned with Best Practices -- An Introduction to AIM Coaching -- What Are the Assumptions behind Adaptive Intervention Models? -- The Theory behind AIM Coaching -- How AIM Coaching Differs from Current Practice -- Review and Preview -- Terms to Know -- Reflection Questions -- 10. An Introduction to AIM Coaching -- How AIM Coaching Reflects an Adaptive Intervention and Essential Terms -- How to Implement AIM Coaching: An Overview -- Putting AIM Coaching in Context -- Stage 1 Intervention -- A Note about Logistics -- Review and Preview -- Terms to Know -- Reflection Questions -- Appendix 10.1. Stage 1 Log -- Appendix 10.2. Teacher Criteria for Success: Essential Words -- Appendix 10.3. AIM Coaching Manual -- 11. Determining Teachers' Skill and Will Levels -- Assessment Stage -- Skill and Will -- Determining Skill and Will Levels -- Introducing Mr. Ryan: A Case Study -- Time to Make a Decision -- Review and Preview -- Terms to Know -- Reflection Questions -- Appendix 11.1. Implementation Survey -- 12. Tailoring Support to Meet Teachers' Needs -- Tailoring Support Based on Teachers' Willingness to Change -- How to Use the Implementation Survey Diagnostically -- Stage 2 Intervention. Matching Intervention to Teacher Need -- Stage 2 Log -- A Final Note about AIM Coaching: Negotiables and Non-Negotiables -- Terms to Know -- Reflection Questions -- Appendix 12.1. Stage 2 Log -- 13. AIM Coaching Case Study -- Union Middle School -- Ms. McKinney -- Mr. Johnson -- Ms. Yang -- References -- Index. Reading (Secondary) http://id.loc.gov/authorities/subjects/sh85111685 Reading Remedial teaching. http://id.loc.gov/authorities/subjects/sh85111670 Response to intervention (Learning disabled children) http://id.loc.gov/authorities/subjects/sh2010004033 Lecture (Enseignement secondaire) Lecture Enseignement correctif. Réponse à l'intervention (Enfants en difficulté d'apprentissage) Reading Remedial teaching fast Reading (Secondary) fast Response to intervention (Learning disabled children) fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85111685 http://id.loc.gov/authorities/subjects/sh85111670 http://id.loc.gov/authorities/subjects/sh2010004033 |
| title | Literacy coaching in the secondary grades : helping teachers meet the needs of all students / |
| title_auth | Literacy coaching in the secondary grades : helping teachers meet the needs of all students / |
| title_exact_search | Literacy coaching in the secondary grades : helping teachers meet the needs of all students / |
| title_full | Literacy coaching in the secondary grades : helping teachers meet the needs of all students / Jade Wexler, Elizabeth Swanson, Alexandra Shelton. |
| title_fullStr | Literacy coaching in the secondary grades : helping teachers meet the needs of all students / Jade Wexler, Elizabeth Swanson, Alexandra Shelton. |
| title_full_unstemmed | Literacy coaching in the secondary grades : helping teachers meet the needs of all students / Jade Wexler, Elizabeth Swanson, Alexandra Shelton. |
| title_short | Literacy coaching in the secondary grades : |
| title_sort | literacy coaching in the secondary grades helping teachers meet the needs of all students |
| title_sub | helping teachers meet the needs of all students / |
| topic | Reading (Secondary) http://id.loc.gov/authorities/subjects/sh85111685 Reading Remedial teaching. http://id.loc.gov/authorities/subjects/sh85111670 Response to intervention (Learning disabled children) http://id.loc.gov/authorities/subjects/sh2010004033 Lecture (Enseignement secondaire) Lecture Enseignement correctif. Réponse à l'intervention (Enfants en difficulté d'apprentissage) Reading Remedial teaching fast Reading (Secondary) fast Response to intervention (Learning disabled children) fast |
| topic_facet | Reading (Secondary) Reading Remedial teaching. Response to intervention (Learning disabled children) Lecture (Enseignement secondaire) Lecture Enseignement correctif. Réponse à l'intervention (Enfants en difficulté d'apprentissage) Reading Remedial teaching |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2928827 |
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