Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Suzanne Carreker"'
Autor:
Judith R. Birsh, Suzanne Carreker
Keep up with the latest on the highly respected multisensory teaching approach to literacy with this new fourth edition, a complete update of the bestselling textbook adopted in colleges and universities across the country. The most comprehensive tex
Publikováno v:
Literacy Research and Instruction. 53:107-133
The purpose of this eight week study was to provide explicit instruction to improve spelling to 124 sixth grade students who are speakers of African American English (AAE). Two classroom teachers taught 14 different language arts class sections. The
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5f6758ffef08a533682bb8767821b276
https://doi.org/10.1080/19388071.2013.870623
https://doi.org/10.1080/19388071.2013.870623
Publikováno v:
Learning Disability Quarterly. 33:148-158
Informed instruction that adjusts content, materials, or intensity to student needs is critical for students with learning disabilities. Informed literacy instruction requires teachers to have thorough knowledge of literacy-related content, which inc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::74d86de1c50af4c4dab7ae97b88a8482
https://doi.org/10.1177/073194871003300304
https://doi.org/10.1177/073194871003300304
Publikováno v:
The Reading Teacher. 61:70-77
The use of metacognitive strategies helps students to “think about their thinking” before, during, and after they read.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5b58f9bdf0c7c36dda1a7d64750ca9e9
https://doi.org/10.1598/rt.61.1.7
https://doi.org/10.1598/rt.61.1.7
Autor:
Yolanda V. Post, Suzanne Carreker
Publikováno v:
Reading and Writing. 15:317-340
In a brief, exploratoryspelling intervention, second through fourthgrade students, divided in two groups of 70students, learned to spell Latin loan wordsthat ended in -ion with either alinguistically explicit or implicit method. The -ion words were c
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9f8538f073350e51691ec628c7a51af3
https://doi.org/10.1023/a:1015213005350
https://doi.org/10.1023/a:1015213005350
Autor:
Suzanne Carreker, R. Malatesha Joshi
Publikováno v:
Encyclopedia of Special Education
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3c759d3b8f11a5816bdf85648afe0cbe
https://doi.org/10.1002/9781118660584.ese2266
https://doi.org/10.1002/9781118660584.ese2266
Publikováno v:
Annals of Dyslexia. 51:121-146
Two groups of first graders (n=63) participated in a brief 10-day intervention study in which they were instructed in the spelling of five final letter patterns in monosyllabic words. Apart from the final letter pattern sh, the other four patterns (n
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::aa8573d7ebd1abbe80191de37468ccea
https://doi.org/10.1007/s11881-001-0008-z
https://doi.org/10.1007/s11881-001-0008-z
Autor:
Suzanne, Carreker, R, Malatesha Joshi
Publikováno v:
Psicothema. 22(4)
With the reauthorization of the Individuals with Disabilities Education Act in 2004, Response to Intervention (RTI) was officially introduced. Unlike the discrepancy model, which determines eligibility in special education with a discrepancy between
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=pmid________::01996799dc58bd50686b5e05a2829682
https://pubmed.ncbi.nlm.nih.gov/21044536
https://pubmed.ncbi.nlm.nih.gov/21044536