Preparing Adult English Learners to Read for College and the Workplace
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Preparing Adult English Learners to Read for College and the Workplace
Fernandez, Rebeca; Peyton, Joy Kreeft; Schaetzel, Kirsten
The University of Michigan Press
07/2024
247
Mole
9780472039661
Pré-lançamento - envio 15 a 20 dias após a sua edição
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Introduction: The importance of academic and professional reading in adult English language education
Chapter 1: Research-based reading processes and strategies for adult learners; Dolores Perin, Teacher's College, Columbia University
Chapter 2: Learning to think critically about texts; Robyn Cox, RMIT University (Melbourne, Australia)
Chapter 3: Selecting engaging texts for intensive and extensive reading; Annie Barron, Wake Technical Community College
Chapter 4: Improving the comprehension and vocabulary skills of adult English language learners with content integrated language instruction; Shawn Slakk, ABCDS&S Consulting
Chapter 5: The importance of interactive writing for developing readers; Joy Kreeft Peyton, Senior Fellow, Center for Applied Linguistics, Jana Staton, Faculty Affiliate, Counseling Department, University of Montana
Chapter 6: Building literacy and reading in the digital age; Jen Vanek, World Education
Chapter 7: Teaching reading to adult English learners with learning differences; Rebeca Fernandez, Davidson College
Chapter 8: Teachers and students reading for pleasure: Teachers as role models; Kirsten Schaetzel, Emory University
Epilogue: JoAnn (Jodi) Crandall, University of Maryland
Chapter 1: Research-based reading processes and strategies for adult learners; Dolores Perin, Teacher's College, Columbia University
Chapter 2: Learning to think critically about texts; Robyn Cox, RMIT University (Melbourne, Australia)
Chapter 3: Selecting engaging texts for intensive and extensive reading; Annie Barron, Wake Technical Community College
Chapter 4: Improving the comprehension and vocabulary skills of adult English language learners with content integrated language instruction; Shawn Slakk, ABCDS&S Consulting
Chapter 5: The importance of interactive writing for developing readers; Joy Kreeft Peyton, Senior Fellow, Center for Applied Linguistics, Jana Staton, Faculty Affiliate, Counseling Department, University of Montana
Chapter 6: Building literacy and reading in the digital age; Jen Vanek, World Education
Chapter 7: Teaching reading to adult English learners with learning differences; Rebeca Fernandez, Davidson College
Chapter 8: Teachers and students reading for pleasure: Teachers as role models; Kirsten Schaetzel, Emory University
Epilogue: JoAnn (Jodi) Crandall, University of Maryland
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
adult ESL reading; reading in academic settings; reading in workplace settings; academic reading; academic writing; teacher reading habits; addressing reading disabilities; reading disabilities; critical language awareness; social justice; equity; inclusion; implementing reading processes; reading strategies; research-based reading; vocabulary; digital literacy; digital text; text readability; interactive writing; selection of texts for classes; selection of texts for individual learners; reading role model
Introduction: The importance of academic and professional reading in adult English language education
Chapter 1: Research-based reading processes and strategies for adult learners; Dolores Perin, Teacher's College, Columbia University
Chapter 2: Learning to think critically about texts; Robyn Cox, RMIT University (Melbourne, Australia)
Chapter 3: Selecting engaging texts for intensive and extensive reading; Annie Barron, Wake Technical Community College
Chapter 4: Improving the comprehension and vocabulary skills of adult English language learners with content integrated language instruction; Shawn Slakk, ABCDS&S Consulting
Chapter 5: The importance of interactive writing for developing readers; Joy Kreeft Peyton, Senior Fellow, Center for Applied Linguistics, Jana Staton, Faculty Affiliate, Counseling Department, University of Montana
Chapter 6: Building literacy and reading in the digital age; Jen Vanek, World Education
Chapter 7: Teaching reading to adult English learners with learning differences; Rebeca Fernandez, Davidson College
Chapter 8: Teachers and students reading for pleasure: Teachers as role models; Kirsten Schaetzel, Emory University
Epilogue: JoAnn (Jodi) Crandall, University of Maryland
Chapter 1: Research-based reading processes and strategies for adult learners; Dolores Perin, Teacher's College, Columbia University
Chapter 2: Learning to think critically about texts; Robyn Cox, RMIT University (Melbourne, Australia)
Chapter 3: Selecting engaging texts for intensive and extensive reading; Annie Barron, Wake Technical Community College
Chapter 4: Improving the comprehension and vocabulary skills of adult English language learners with content integrated language instruction; Shawn Slakk, ABCDS&S Consulting
Chapter 5: The importance of interactive writing for developing readers; Joy Kreeft Peyton, Senior Fellow, Center for Applied Linguistics, Jana Staton, Faculty Affiliate, Counseling Department, University of Montana
Chapter 6: Building literacy and reading in the digital age; Jen Vanek, World Education
Chapter 7: Teaching reading to adult English learners with learning differences; Rebeca Fernandez, Davidson College
Chapter 8: Teachers and students reading for pleasure: Teachers as role models; Kirsten Schaetzel, Emory University
Epilogue: JoAnn (Jodi) Crandall, University of Maryland
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
adult ESL reading; reading in academic settings; reading in workplace settings; academic reading; academic writing; teacher reading habits; addressing reading disabilities; reading disabilities; critical language awareness; social justice; equity; inclusion; implementing reading processes; reading strategies; research-based reading; vocabulary; digital literacy; digital text; text readability; interactive writing; selection of texts for classes; selection of texts for individual learners; reading role model
