Adaptive Educational Technologies for Literacy Instruction
Routledge (Verlag)
978-1-138-12544-5 (ISBN)
Scott A. Crossley is Associate Professor of Applied Linguistics at Georgia State University, USA. Danielle S. McNamara is Professor in Cognitive and Learning Sciences and ISTL Senior Investigator at Arizona State University, USA.
Educational Technologies and Literacy Development by Scott A. Crossley and Danielle S. McNamara
Challenges and Solutions when Using Technologies in the Classroom by Amy M. Johnson, Matthew E. Jacovina, Devin G. Russell, and Christian M. Soto
Section I: Reading and Comprehension Technologies for the Classroom
Assessment-to-Instruction (A2i)-An Online Platform for Supporting Individualized Early Literacy Instruction by Sarah W. Ingebrand and Carol McDonald Connor
Common Core TERA: Text Ease and Readability Assessor by G. Tanner Jackson, Laura K. Allen, and Danielle S. McNamara
Dynamic Support of Contextual Vocabulary Acquisition for Reading (DSCoVAR): An Intelligent Tutor for Contextual Word Learning by Gwen A. Frishkoff, Kevyn Collins-Thompson, SungJin Nam, Leslie Hodges, and Scott A. Crossley
Intelligent Tutoring of the Structure Strategy: A Reading Strategy Tutor by Bonnie J. F. Meyer and Kausalai K. Wijekumar
iSTART-2: A Reading Comprehension and Strategy Instruction Tutor by Erica L. Snow, Matthew E. Jacovina, G. Tanner Jackson, and Danielle S. McNamara
TuinLEC: An Intelligent Tutoring System to Teach Task-Oriented Reading Skills to Young Adolescents by Eduardo Vidal-Abarca, Maria-Ángeles Serrano, Luis Ramos, Laura Gil, and Antonio Ferrer
Section II: Writing Technologies for the Classroom
Commercialized Writing Systems by Laura K. Allen and Cecile A. Perret
The Criterion® Online Writing Evaluation Service by Chaitanya Ramineni and Paul Deane
We-Write: A Web-Based Intelligent Tutor for Supporting Elementary Classroom Teachers in Persuasive Writing Instruction by Kausalai K. Wijekumar, Karen R. Harris, Steve Graham, and Bonnie J. F. Meyer
The Writing Pal: A Writing Strategy Tutor by Scott A. Crossley, Laura K. Allen, and Danielle S. McNamara
Computer-Assisted Research Writing in the Disciplines by Elena Cotos
Writing to Learn and Learning to Write through SWoRD by Christian Schunn
Section III: Future Technologies for the Classroom
Project LISTEN’s Reading Tutor by Jack Mostow
EMBRACEing Dual Language Learners by Arthur M. Glenberg, Erin A. Walker, and M. Adelaida Restrepo
The Language Muse Activity Palette: Technology for Promoting Improved Content Comprehension for English Language Learners by Jill Burstein and John Sabatini
The Reading Strategy Assessment Tool: A Computer-Based Approach for Evaluation Comprehension Processes during Reading by Joseph P. Magliano, Melissa Ray, and Keith K. Millis
Reading Comprehension Lessons in AutoTutor for the Center for the Study of Adult Literacy by Arthur C. Graesser, Zhiqiang Cai, Whitney O. Baer, Andrew M. Olney, Xiangen Hu, Megan Reed, and Daphne Greenberg
Udio: Rich and Authentic Literacy Experiences for Struggling Middle School Readers by Alyssa R. Boucher, Miriam Evans, and Steve Graham
About the Authors
Index
| Erscheinungsdatum | 25.05.2016 |
|---|---|
| Zusatzinfo | 15 Tables, black and white; 52 Line drawings, black and white; 50 Halftones, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 472 g |
| Themenwelt | Schulbuch / Wörterbuch |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| ISBN-10 | 1-138-12544-X / 113812544X |
| ISBN-13 | 978-1-138-12544-5 / 9781138125445 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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