Isbn: 9780909955656 - Writing and Reading to Learn (6 results)

Condition: good. A copy that has been read, remains in good condition. All pages are intact, and the cover is intact. The spine and cover show signs of wear. Pages can include notes and highlighting and show signs of wear, and the copy can include "From the library of" labels or previous owner inscriptions. 100% GUARANTEE! Shipped with delivery confirmation, if you're not satisfied with purchase please return item! Ships via media mail.…

Paperback. Condition: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Soft Cover. Condition: Very Good. No Jacket. First Edition. slight wear cover edges, otherwise book clean and tight. Size: 8vo - over 7¾" - 9¾" tall.

Paper Back. Condition: Very Good. The cover is a little tanned around the edges. The page edges are lightly foxed. 101 pages. Books listed here are not stored at the shop. Please contact us if you want to pick up a book from Newtown. Size: Size F: 8"-9" Tall (203-228mm).

Paperback. Condition: Good. 101 pages. cover corners worn, inside cover and page edge foxedIntended to bridge the gap between current research and theory about literacy learning and teaching and teacher knowledge of that theory and research, this b ook raises questions about what teachers should know about language, literacy, a nd learning to help children become confident, reflective, independent learners both in and out of school. Specifically, the book challenges teachers to examine and justify their literacy teaching practices, the literary products they value , and the literacy learning experiences that they provide for their students. It is argued that teachers do children a disservice if they either confine literac y teaching and learning to the language arts curriculum or orient their teaching practices toward the learning of content rather than toward the development of thinking and understanding. Titles of the essays and their authors are as follow s: (1) Literacy, Learning and Teaching (N. Stewart-Dore); (2) Learning to Be Lit erate--Naturally (B. Parkes); (3) Learning to Mean in Writing (F. Christie); (4) Connecting Writing and Reading (M. Anstey); (5) Thinking-Through Text (B. Morri s); (6) Writing and Reading to Learn Together (J. Weis and N. Stewart-Dore); and (7) Writing and Reading Culturally (N. Stewart-Dore, R. Guttormsen, and N. Kenn edy). (JD).…

Paperback. Condition: Very Good. 101 pages. Intended to bridge the gap between current research and theory about literacy learning and teaching and teacher knowledge of that theory and research, this b ook raises questions about what teachers should know about language, literacy, a nd learning to help children become confident, reflective, independent learners both in and out of school. Specifically, the book challenges teachers to examine and justify their literacy teaching practices, the literary products they value , and the literacy learning experiences that they provide for their students. It is argued that teachers do children a disservice if they either confine literac y teaching and learning to the language arts curriculum or orient their teaching practices toward the learning of content rather than toward the development of thinking and understanding. Titles of the essays and their authors are as follow s: (1) Literacy, Learning and Teaching (N. Stewart-Dore); (2) Learning to Be Lit erate--Naturally (B. Parkes); (3) Learning to Mean in Writing (F. Christie); (4) Connecting Writing and Reading (M. Anstey); (5) Thinking-Through Text (B. Morri s); (6) Writing and Reading to Learn Together (J. Weis and N. Stewart-Dore); and (7) Writing and Reading Culturally (N. Stewart-Dore, R. Guttormsen, and N. Kenn edy). (JD).…