Titre: Multiple Paths to Literacy: Assessment and Differentiated Instruction for Diverse Learners, K-12 (8th Edition)
�diteur: Pearson
Date de parution: 2013
Langue: anglais
ISBN � 10 chiffres: 0132849380
ISBN � 13 chiffres: 9780132849388
Reliure: Paperback
�tat de l'article: Good
�tat de la jaquette: No Jacket

A propos de ce titre

Synopsis

In this highly regarded resource, pre- and in-service teachers see how to recognize students’ literacy strengths and needs, identify students with special needs, and plan and differentiate instruction. With a goal of making literacy accessible to all students, and taking into account each learner’s talents and multiple intelligences, the book helps teachers meet the literacy needs of the diverse learners in today’s classrooms. Included are discussions for helping readers connect instruction to the Common Core State Standards, understand the relationship between the analytic process and RTI, work successfully with English Language Learners and students with special needs, more easily explore relevant websites, and more. A number of helpful pedagogical aids are included to ensure comprehension of the important ideas―among them Spotlight on English Language Learners, Arts Connection, MI margin notes, vocabulary alert, chapter objectives, assessment resources appendixes, and a glossary. Multiple Paths to Literacy provides the perfect combination of analytical approach and practical strategies in a new edition that is updated and more accessible than ever.

� propos de l?auteur

Joan P. Gipe is Research Professor Emeritus from the University of New Orleans and Lecturer Emeritus from California State University, Sacramento. She is currently engaged as a Contributing Faculty Member with Walden University, mentoring doctoral students working on their doctoral dissertations. Joan earned her degrees at the University of Kentucky (BA, MA), and Purdue University (Ph.D.), with an emphasis on reading education. She spent many years working with learners of all ages: in Kentucky as a reading specialist, in Indiana as a fifth-grade teacher, and in several university contexts as faculty, supervisor of student teachers, department chairperson, coordinator for teaching enhancement, liaison for professional development schools, coordinator of field-based teacher education cohorts, and now doctoral student mentor. In addition to many articles in professional journals and this text, Joan is co-author with Nancy Lee Cecil of Literacy in Grades 4–8: Best Practices for a Comprehensive Program, 2^ndEd. (2009 Holcomb Hathaway Publishers).

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