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Joseph Isaac Gleaton immigrated from either Ireland or England to South Carolina, and settled in Lenior County, North Carolina, where he married Mary Argoe (Argor) about 1770. Descendants lived in North Carolina, South Carolina, Mississippi and elsewhere.
The ultimate aim of reading is not the process but to understand what we read and comprehension can take place at many different levels. There has been an increasing emphasis on the importance of reading comprehension in recent years but despite this there is very little written on this vital topic accessible to trainee and practicing teachers. The Handbook of Reading Comprehension presents an overview of recent findings on reading comprehension and comprehension problems in children. It provides a detailed examination of the characteristics of children who have reading comprehension difficulties, and examines ways in which comprehension can be supported and improved. It is accessibly written for students and professionals with no previous background in the psychology of reading or reading problems. This indispensable handbook asks the question ‘what is comprehension?’ The authors consider comprehension of different units of language: understanding single words, sentences, and connected prose and outline what readers (and listeners) have to do to successfully understand an extended text. This book also considers comprehension for different purposes, in particular reading for pleasure and reading to learn and explores how reader characteristics such as interest and motivation can influence the comprehension process. Different skills contribute to successful reading comprehension. These include word reading ability, vocabulary knowledge, syntactic skills, memory, and discourse level skills such as the ability to make inferences, knowledge about text structure, and metacognitive skills. The authors discuss how each one contributes to the development of reading comprehension skill and how the development of these skills (or their precursors) in pre-readers, provides the foundation for reading comprehension development. Areas covered include:- Word reading and comprehension Development of comprehension skills Comprehension difficulties Assessment Teaching for improvement Throughout the text successful experimental and classroom based interventions will be highlighted, practical tips for teachers and summary boxes detailing key points and explaining technical terms will be included in each chapter
This book provides an overview of current research on the development of reading skills as well as practices to assist educational professionals with assessment, prevention, and intervention for students with reading difficulties. The book reviews the Componential Model of Reading (CMR) and provides assessment techniques, instructional recommendations, and application models. It pinpoints specific cognitive, psychological, and environmental deficits contributing to low reading skills, so educators can accurately identify student problems and design and implement appropriate interventions. Chapters offer methods for assessing problems in decoding, word and sound recognition, and comprehension. In addition, chapters emphasize the recognition of student individuality as readers and learners, from understanding distinctions between difficulties and disabilities to the effects of first-language orthography on second-language learning. Topics featured in this book include: Learning the structure of language at the word level. Reading comprehension and reading comprehension difficulties Assessing reading in second language learners. Effective prevention and intervention for word-level reading difficulties. The neurobiological nature of developmental dyslexia. Reading Development and Difficulties is a must-have resource for researchers, practitioners, and graduate students in varied fields, including child and school psychology; assessment, testing, and evaluation; social work; and special education. "I think the book has the potential to be a game changer. It will certainly challenge the expectations of policy makers, not to mention the teachers of beginning readers. These chapters will enhance the knowledge base of those in our schools who are charged with the lofty task of assuring that children have the best possible opportunities to acquire the skill of reading." Sir Jim Rose Chair and author of Independent Review of the Teaching of Early Reading: Final Report(2006).
Heini (Henry) Sali (1690-1765) married Mariah Von Arx and immigrated in 1735 from Zeglingen, Switzerland to Orangeburgh District, South Carolina. A History of the Salley Family 1690-1965, is a genealogy of Heini and Mariah's descendants, sons Henry Salley Jr. and Martin Salley, who, emigrated with their parents from Switzerland. These two sons subsequently settled in the area of Salley, S.C. and their descendants are prominent among the peoples of Salley, and other areas of Aiken County, as well as North Carolina, Virginia, Kentucky, New Jersey, Georgia, Louisiana and the world. Olin Jones Sally spent many years compiling this comprehensive book which was published by the Salley Family Historical Committee after his death. The second edition corrects minor typographical errors only. Not covered in this genealogy is Heini Sali's third son, John. Born in Orangeburgh in 1740, he remained in the Orangeburgh town area, and the many Salleys of Orangeburg are primarily descended from him.