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by Stuart McNaughton,etc.

  • ISBN: 0948046090
  • Category: No category
  • Author: Stuart McNaughton,etc.
  • Other formats: mbr txt azw lrf
  • Language: English
  • Publisher: Positive Products (June 1987)
  • Pages: 94 pages
  • FB2 size: 1935 kb
  • EPUB size: 1265 kb
  • Rating: 4.1
  • Votes: 149
Download Pause, Prompt and Praise: Effective Tutoring for Remedial Reading fb2

Pause, Prompt and Praise: Effective Tutoring for Remedial Reading Paperback – 1 Jun 1987. by Stuart McNaughton (Author), etc. (Author).

Pause, Prompt And Praise book. Goodreads helps you keep track of books you want to read. Start by marking Pause, Prompt And Praise: Effective Tutoring For Remedial Reading as Want to Read: Want to Read saving. Start by marking Pause, Prompt And Praise: Effective Tutoring For Remedial Reading as Want to Read: Want to Read savin. ant to Read. by Stuart McNaughton.

Parents as remedial reading tutors: Issues for home and school. S McNaughton, T Glynn, VM Robinson. Pause, Prompt and Praise: Effective tutoring for remedial reading. S MacNaughton, T Glynn, VM Robinson. Positive Products, 1987. G Phillips, S McNaughton, S MacDonald. Journal of Educational Psychology 96 (2), 309, 2004.

Pause, Prompt and Praise: Effective tutoring for remedial reading. Birmingham: Positive Products. Glynn, Ted and McNaughton, Stuart 2002

Pause, Prompt and Praise: Effective tutoring for remedial reading. & Lyon, E. (1979). Glynn, Ted and McNaughton, Stuart 2002. Trust Your Own Observations: Assessment of reader and tutor behaviour in learning to read in English and M ori. International Journal of Disability, Development and Education, Vol. 49, Issue.

peer tutoring tutor training reading achievement ESL below average readers. McNaughton, . Glynn, T. & Robinson, V. M. (1987). Birmingham, England: Positive Products. Neale analysis of reading ability (2nd E., Londom Macmillan.

Very few empirically validated interventions for improving metacognitive skills (. self-awareness and self-regulation) and functional outcomes have been reported. This single-case experimental study presents JM, a 36-year-old man with a very severe traumatic brain injury (TBI) who demonstrated long-term awareness deficits. Treatment at four years post-injury involved a metacognitive contextual intervention based on a conceptualization of neuro-cognitive, psychological, and socio-environmental factors contributing to his awareness deficits. The 16-week intervention targeted error awareness.

The pause, prompt and praise reading sessions were conducted at the .

The pause, prompt and praise reading sessions were conducted at the beginning of lessons, employing same-age peer tutors and using subject-based texts. The findings reveal that, after a slow start, the tutees' rates of self-correction began to rise, indicating improvements in reading skills. Peer tutoring for low p rogress re a d e rs using pause, prompt and praise C h i l d re n Helping Children. The LD children had no remedial program for their learning problems and had not been classified by their schools as LD. The data were collected while the sample was in junior high school. Five schools participated in the project.

Pause, prompt and praise’ tutoring procedures were developed for use by non-professional reading tutors, primarily parents of low progress readers, peer tutors and volunteers

Pause, prompt and praise’ tutoring procedures were developed for use by non-professional reading tutors, primarily parents of low progress readers, peer tutors and volunteers. This method stresses that children learn to read by reading, not by learning a large number of separate words or subskills

The Pause, Prompt and Praise Reading Strategy was created in New Zealand by Ted Glynn, Stuart McNaughton, and Viviane R. .

The Pause, Prompt and Praise Reading Strategy was created in New Zealand by Ted Glynn, Stuart McNaughton, and Viviane R.Dr. Anne-Marie Tan Reading Specialist.

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