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Developing conceptual knowledge through oral and written language : perspectives and practices, preK-12
Kuhn, Melanie R.
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| 자료유형 | E-BOOK |
|---|---|
| 서명/저자사항 | Developing conceptual knowledge through oral and written language : perspectives and practices, preK-12/ edited by Melanie R. Kuhn, Mariam Jean Dreher ; foreword by Elfrieda H. Hiebert. |
| 개인저자 | Kuhn, Melanie R.,editor, Dreher, Mariam Jean,editor, |
| 발행사항 | New York: The Guilford Press, [2020]. |
| 형태사항 | 1 online resource (xviii, 238 pages): illustrations. |
| 기타형태 저록 | Print version: Developing conceptual knowledge through oral and written language. New York : The Guilford Press, [2020] 9781462542611 |
| ISBN | 9781462542659 1462542654 |
| 서지주기 | Includes bibliographical references and index. |
| 내용주기 | Cover -- Halftitle Page -- Also from the Editors -- Title Page -- Copyright -- Dedication -- About the Editors -- Contributors -- Foreword -- Acknowledgments -- Contents -- 1. Introduction -- The Need for Focused Attention on Conceptual Development -- Overview of This Book -- Conclusion -- References -- 2. Developing Vocabulary Skills while Developing Conceptual Knowledge: Strategies from the PAVEd for Success Kindergarten and Prekindergarten Program -- Why Focus on Vocabulary? -- Building Bridges -- Explicit Vocabulary Enhancement Practices for Young Children: New VEhicles and CAR Quest -- PAVEd for Success in Practice -- Conclusion -- References -- 3. "I Don't Just Want to Read, I Want to Learn Something": Best Practices for Using Informational Texts to Build Young Children's Conceptual Knowledge -- What Are Concepts, and How Are Concepts and Vocabulary Related? -- How Might Informational Texts Contribute to Conceptual Knowledge and Vocabulary? -- How Might Information Books Be Used for Conceptual Development/Vocabulary Acquisition? -- Conclusion -- References -- 4. What Does Discussion Add to Reading for Conceptual Learning? -- Why Do Discussions Lead to Improved Reading Comprehension? -- What Kind of Discussion? -- The Collaborative Reasoning Approach to Classroom Discussion -- Multilink Causal Reasoning for Conceptual Learning -- Analogical Reasoning for Empathy -- Metacognition for Conceptual Learning -- Conclusion -- References -- 5. Using Multimodal Text Sets to Support Conceptual Understandings -- What Are Text Sets? -- Text Sets: A New Name for an Old Idea? -- Scaffolding Concept-Based Instruction -- Resources for Building and Teaching with Multimodal Text Sets -- Conclusion -- References -- 6. Developing Conceptual Knowledge in the Content Areas: Overlooked Features of Texts That Influence Complexity -- Text Complexity: Some Background -- How Does Text Enhance Conceptual Knowledge? -- Word Familiarity (Frequency) in Literary, Science/Social Science, and Math Texts -- Text Cohesion -- Word Concreteness and Imageability -- Conclusion -- References -- 7. Teaching and Learning in a Digital World: Digital Literacies for Disciplinary Learning -- Learning in a Digital World -- The Growing Importance of Disciplinary Literacies -- Digital Literacies for Disciplinary Learning -- Three Potentials Addressed by Interweaving Digital Literacies for Disciplinary Learning -- Addressing the Three Potentials: An Instructional Framework -- Implementing Digital Literacies for Disciplinary Learning -- Conclusion -- References -- 8. Teaching to Write and Writing to Learn: Conceptual Development through Discipline-Specific Writing -- Teaching Discipline-Specific Literacy -- How We Can Learn by Writing -- Writing and Conceptual Knowledge in Social Studies -- Writing and Conceptual Knowledge in Mathematics -- Writing and Conceptual Knowledge in Science -- Conclusion -- References. |
| 일반주제명 | Concept learning. Language arts --Psychological aspects. |
| 언어 | 영어 |
| 바로가기 | URL |
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