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03548nam a22005175i 4500 |
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978-3-319-50624-1 |
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DE-He213 |
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20161210081308.0 |
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cr nn 008mamaa |
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161210s2016 gw | s |||| 0|eng d |
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|a 9783319506241
|9 978-3-319-50624-1
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|a 10.1007/978-3-319-50624-1
|2 doi
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|d GrThAP
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|a BF721-723
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|a JMC
|2 bicssc
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|a PSY004000
|2 bisacsh
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|a 155.4
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|a 155.424
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|a Clanton Harpine, Elaine.
|e author.
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|a Teaching At-Risk Students to Read
|h [electronic resource] :
|b The Camp Sharigan Method /
|c by Elaine Clanton Harpine.
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|a Cham :
|b Springer International Publishing :
|b Imprint: Springer,
|c 2016.
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|a XIV, 48 p.
|b online resource.
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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|a online resource
|b cr
|2 rdacarrier
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| 347 |
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|a text file
|b PDF
|2 rda
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|a SpringerBriefs in Psychology,
|x 2192-8363
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|a Chapter 1. Why Are Groups a Better Way to Teach Reading Than One-on-One Tutoring? -- Chapter 2. Why Is Vowel Clustering More Effective than Whole Language or Old Style Phonics for Teaching Reading? -- Chapter 3. Why is Reading Failure Both a Psychological and an Educational Problem? -- Chapter 4. Why Can’t I Just Use Bits and Pieces of an Evidence-Based Program?.
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|a This Brief provides the theoretical foundation of the Camp Sharigan program, while discussing its practical applications and summarizing research studies. It addresses the question often raised in literature and in school-based settings: What is the most effective way to teach children to read? Chapters explore a group-centered approach to correcting reading failure and offers research-based field studies to demonstrate the success of the Camp Sharigan method. The group-centered theory combines learning and counseling into the same program to strengthen education and mental health. In addition, creative-art therapy techniques are also explained and demonstrated. Featured topics in this Brief include: Vowel clustering and its use in improving phonemic awareness. Why group-centered prevention is better for teaching. The importance of cohesion and cohesive-learning in group-centered prevention. The use of individualized rotation to increase motivation and instruction in children who struggle to read. Teaching At-Risk Students to Read is as an essential resource for psychology and educational professionals as well as researchers and graduate students who are interested in improving teaching methods with at-risk students, reducing school dropout rates, increasing intrinsic motivation for struggling readers, changing to an effective method for teaching children to read, improving student engagement, and strengthening self-regulated learning. .
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| 650 |
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|a Psychology.
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|a Educational psychology.
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| 650 |
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|a Education
|x Psychology.
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|a Social work.
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|a Child psychology.
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|a School psychology.
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|a Psychology.
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|a Child and School Psychology.
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| 650 |
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|a Educational Psychology.
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| 650 |
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|a Social Work.
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| 710 |
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|a SpringerLink (Online service)
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|t Springer eBooks
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| 776 |
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|i Printed edition:
|z 9783319506234
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| 830 |
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|a SpringerBriefs in Psychology,
|x 2192-8363
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| 856 |
4 |
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|u http://dx.doi.org/10.1007/978-3-319-50624-1
|z Full Text via HEAL-Link
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| 912 |
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|a ZDB-2-BSP
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| 950 |
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|a Behavioral Science and Psychology (Springer-41168)
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