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
Schaetzel, Kirsten; Fernandez, Rebeca; Peyton, Joy Kreeft
The University of Michigan Press
07/2024
246
Mole
9780472039661
15 a 20 dias
Descrição não disponível.
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
