Neurosciences et ducation

Author: Michelle Bourassa
Publisher: De Boeck Superieur
ISBN: 2807307485
Format: PDF, Mobi
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Destiné aux étudiants en formation initiale à l’enseignement et aux enseignants, l'ouvrage explique de quelle manière les neurosciences peuvent éclairer l’apprentissage et soutenir l’élaboration de stratégies pédagogiques et orthopédagogiques adaptées.

Didactiques bilans et perspectives

Author: Sonia El Euch
Publisher: PUQ
ISBN: 2760547922
Format: PDF, Kindle
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Tout didacticien, peu importe la discipline à laquelle il est rattaché, s’engage fréquemment dans des discussions et des réflexions sur la didactique et ses origines et, plus particulièrement, sur les cours, la recherche et l’évolution des disciplines dans le contexte de la formation des futurs enseignants. Les auteurs du présent ouvrage rendent ici accessibles des connaissances issues de la recherche dans les différentes didactiques. Ce livre intéressera étudiants en éducation et professionnels de la didactique.

Stuttering

Author: Barry Guitar
Publisher: Lippincott Williams & Wilkins
ISBN: 1608310043
Format: PDF, Mobi
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Stuttering: An Integrated Approach to Its Nature presents the most comprehensive textbook on the topic today, providing an overview of the etiology and development of stuttering and details, appropriate approaches to accurate assessment and treatment. Exploring a variety of practice settings, this core introductory book grounds all topics in a firm basis of the disorder’s origin and nature. This edition has been thoroughly updated to address all current methodologies.

How Language Comes to Children

Author: Bénédicte de Boysson-Bardies
Publisher: MIT Press
ISBN: 9780262541251
Format: PDF, ePub
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That children learn to speak so skillfully at a young age has long fascinated adults.Most children virtually master their native tongue even before learning to tie their shoelaces. Theability to acquire language has historically been regarded as a "gift" -- a view given scientificfoundation only in the present century by Noam Chomsky's theory of "universal grammar," which positsan innate knowledge of the principles that structure all languages. In thisdelightful, accessible book, psycholinguist Bénédicte de Boysson-Bardies presents a broad picture oflanguage development, from fetal development to the toddler years, and examines a wide range ofpuzzling questions: How do newborns recognize elements of speech? How do they distinguish them fromnonspeech sounds? How do they organize and analyze them? How do they ultimately come to understandand reproduce these sounds? Finally, how does the ability to communicate through language emerge inchildren? Boysson-Bardies also addresses questions of particular interest to parents, such aswhether one should speak to children in a special way to facilitate language learning and whetherthere is cause to worry when a twenty-month-old child does not yet speak. Although the authorprovides a clear summary of the current state of language acquisition theory, the special appeal ofthe book lies in her research and "dialogue" with her many young subjects.

Language Disorders from Infancy Through Adolescence E Book

Author: Rhea Paul
Publisher: Elsevier Health Sciences
ISBN: 0323087140
Format: PDF, Docs
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Language Disorders from Infancy Through Adolescence, 4th Edition is the go-to text for all the information you need to properly assess childhood language disorders and provide appropriate treatment. This core resource spans the entire developmental period through adolescence, and uses a descriptive-developmental approach to present basic concepts and vocabulary, an overview of key issues and controversies, the scope of communicative difficulties that make up child language disorders, and information on how language pathologists approach the assessment and intervention processes. This new edition also features significant updates in research, trends, instruction best practices, and social skills assessment. Comprehensive text covers the entire developmental period through adolescence. Clinical application focus featuring case studies, clinical vignettes, and suggested projects helps you apply concepts to professional practice. Straightforward, conversational writing style makes this book easy to read and understand. More than 230 tables and boxes summarize important information such as dialogue examples, sample assessment plans, assessment and intervention principles, activities, and sample transcripts. UNIQUE! Practice exercises with sample transcripts allow you to apply different methods of analysis. UNIQUE! Helpful study guides at the end of each chapter help you review and apply what you have learned. Versatile text is perfect for a variety of language disorder courses, and serves as a great reference tool for professional practitioners. Highly regarded lead author Rhea Paul lends her expertise in diagnosing and managing pediatric language disorders. Communication development milestones are printed on the inside front cover for quick access. Chapter objectives summarize what you can expect to learn in each chapter. Updated content features the latest research, theories, trends and techniques in the field. Information on autism incorporated throughout the text Best practices in preliteracy and literacy instruction The role of the speech-language pathologist on school literacy teams and in response to intervention New reference sources Student/Professional Resources on Evolve include an image bank, video clips, and references linked to PubMed.

Teaching and Learning Vocabulary

Author: Elfrieda H. Hiebert
Publisher: Routledge
ISBN: 1135605440
Format: PDF, ePub, Docs
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Although proficiency in vocabulary has long been recognized as basic to reading proficiency, there has been a paucity of research on vocabulary teaching and learning over the last two decades. Recognizing this, the U.S. Department of Education recently sponsored a Focus on Vocabulary conference that attracted the best-known and most active researchers in the vocabulary field. This book is the outgrowth of that conference. It presents scientific evidence from leading research programs that address persistent issues regarding the role of vocabulary in text comprehension. Part I examines how vocabulary is learned; Part II presents instructional interventions that enhance vocabulary; and Part III looks at which words to choose for vocabulary instruction. Other key features of this timely new book include: *Broad Coverage. The book addresses the full range of students populating current classrooms--young children, English Language Learners, and young adolescents. *Issues Focus. By focusing on persistent issues from the perspective of critical school populations, this volume provides a rich, scientific foundation for effective vocabulary instruction and policy. *Author Expertise. Few volumes can boast of a more luminous cast of contributing authors (see table of contents). This book is suitable for anyone (graduate students, in-service reading specialists and curriculum directors, college faculty, and researchers) who deals with vocabulary learning and instruction as a vital component of reading proficiency.

Handbook of Children s Literacy

Author: Terezinha Nunes
Publisher: Springer Science & Business Media
ISBN: 9401717311
Format: PDF, ePub, Mobi
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PETER BRYANT & TEREZINHA NUNES The time that it takes children to learn to read varies greatly between different orthographies, as the chapter by Sprenger-Charolles clearly shows, and so do the difficulties that they encounter in learning about their own orthography. Nevertheless most people, who have the chance to learn to read, do in the end read well enough, even though a large number experience some significant difficulties on the way. Most of them eventually become reasonably efficient spellers too, even though they go on make spelling mistakes (at any rate if they are English speakers) for the rest of their lives. So, the majority of humans plainly does have intellectual resources that are needed for reading and writing, but it does not always find these resources easy to marshal. What are these resources? Do any of them have to be acquired? Do different orthographies make quite different demands on the intellect? Do people differ significantly from each other in the strength and accessibility of these resources? If they do, are these differences an important factor in determining children's success in learning to read and write? These are the main questions that the different chapters in this section on Basic Processes set out to answer.

Effective Instruction

Author: Tamar Levin
Publisher: Assn for Supervision & Curriculum
ISBN:
Format: PDF, Docs
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The purpose of this book is to share successful instructional and learning processes with educators. The focus is on three types of variables in classroom learning and instruction: (1) active learning time; (2) feedback and corrective procedures; and (3) instructional cues. The literature on the nature of each variable is discussed, and the conditions for successful implementation, the reasons for their powerful effects on learning, and the different ways they can be used are outlined. A section on evaluating instruction examines the roles of classroom observation, rating scales, student questionnaires, content analysis and techniques for self examination. A review of the implications arising from new demands on the educational system cites the classroom climate and the concept of individual differences as major areas that need research. An annotated bibliography of research articles written since 1960 emphasizes the feasibility of implementing the ideas discussed in the book. (FG)

Syndrome of Nonverbal Learning Disabilities

Author: Byron Patrick Rourke
Publisher: Guilford Press
ISBN: 9780898621556
Format: PDF, Docs
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In Nonverbal Learning Disabilities: The Syndrome and the Model, the "white matter" model was designed to encompass the complex manifestations and neurophysiological underpinnings of the NLD syndrome. Now, evidence that bears upon the white matter model has been gathered into a single volume. Building upon his previous work on NLD, Rourke explores the ramifications of NLD in the neuropsychology of learning disabilities and in pediatric neurological disease, disorder, and dysfunction.