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Here you will find effective instructional strategies for teaching reading based on what new EMMA (Eye Movement Miscue Analysis) research reveals about the reading process.
The distinguished contributors to this volume have been set the problem of describing how we know where to move our eyes. There is a great deal of current interest in the use of eye movement recordings to investigate various mental processes. The common theme is that variations in eye movements indicate variations in the processing of what is being perceived, whether in reading, driving or scene perception. However, a number of problems of interpretation are now emerging, and this edited volume sets out to address these problems. The book investigates controversies concerning the variations in eye movements associated with reading ability, concerning the extent to which text is used by the guidance mechanism while reading, concerning the relationship between eye movements and the control of other body movements, the relationship between what is inspected and what is perceived, and concerning the role of visual control attention in the acquisition of complex perceptual-motor skills, in addition to the nature of the guidance mechanism itself. The origins of the volume are in discussions held at a meeting of the European Society for Cognitive Psychology (ESCOP) that was held in Wurzburg in September 1996. The discussions concerned the landing effect in reading, an effect, that if substantiated, would provide evidence of the use of parafoveal information in eye guidance, and these discussions were explored in more detail at a small meeting in Chamonix, in February 1997. Many of the contributors to this volume were present at the meeting, but the arguments were not resolved in Chamonix either. Other leaders in the field were invited to contribute to the discussion, and this volume is the product. The argument remains unresolved, but the problem is certainly clearer.
Describes the parts of the eye and how they work.
"An excellent guide for integrating new developments in cognitive neuroscience research with an appropriate 21st-century elementary science curriculum. Susan J. Kovalik′s pioneering Highly Effective Teaching (HET) model has continually evolved for more than 30 years." —Robert Sylwester, Emeritus Professor of Education University of Oregon "This is a book to savor. The content is a woven tapestry: many colorful threads elucidate ideas based in sound research. Marvel at how the authors weave the threads to provide a cohesive, understandable, beautiful educational perspective." — Lawrence Lowery, Professor Graduate School of Education, University of California, Berkeley A step-by-step approach to taking giant leaps in science learning Kid′s Eye View of Science examines learning science from multiple perspectives—especially a child′s. The whimsical character of Mary Froggins guides readers through the steps of igniting students′ natural sense of wonder, incorporating brain research, integrating science concepts with other subjects, and applying science to daily life. The authors demonstrate how to teach science conceptually through the lens of "big ideas" such as change, interdependence, and adaptation. Rich with instructional strategies for exploring inquiry-based science, this valuable resource′s highlights include: Charts, graphics, forms, and summaries that help teachers translate abstract concepts into concrete lessons A comprehensive discussion of brain research, including helpful tips to assimilate 10 bodybrain-compatible elements into the classroom Practical hands-on guidance for enriching science programs and improving student outcomes Field-tested and applicable to multiple intelligences, the book also provides a comprehensive vision for curriculum development with an eye toward preparing students to use their knowledge to shape the future.
Vols. for 1911-13 contain the Proceedings of the Helminothological Society of Washington, ISSN 0018-0120, 1st-15th meeting.
High-interest, nonfiction articles help students learn about science topics while developing skills in reading comprehension. Each story is followed by questions that cover main idea, detail, vocabulary, and critical reasoning. The format is similar to that of standardized tests, so as students progress through the book's units, they are preparing for success in testing. Each of the 44 units provides: Introductory key words, A high-interest story, 5 test questions. Book jacket.