Reading Research—Theory and practice

1982 ◽  
Vol 27 (7) ◽  
pp. 522-524
Author(s):  
Carol A. Fowler
Keyword(s):  
Theory And Practice ◽  
Reading Research

Review of Reading research: Advances in theory and practice, volume 4.

1986 ◽  
Vol 1 (4) ◽  
pp. 313-315
Author(s):  
Stephen N. Elliott ◽  
Ray R. Buss
Keyword(s):  
Theory And Practice ◽  
Practice Volume ◽  
Reading Research

Reading Research: Advances in Theory and Practice (Vol. 1)

1980 ◽  
Vol 9 (7) ◽  
pp. 30
Author(s):  
Richard Allington ◽  
T. Gary Waller ◽  
G. E. MacKinnon
Keyword(s):  
Theory And Practice ◽  
Reading Research

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

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