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008			161210s2016 sz | s |||| 0|eng d
020			_a9783319506241
024	7		_a10.1007/978-3-319-50624-1 _2doi
040			_bspa _cES-MaUEC _dES-MaUEC _d
050		4	_aLC4086 _b2016 EB
100	1		_aClanton Harpine, Elaine _eautor
245	1	0	_aTeaching At-Risk Students to Read : _bThe Camp Sharigan Method _cby Elaine Clanton Harpine
250			_aFirst edition 2016
264		1	_aCham _bSpringer International Publishing _c2016
300			_a1 recurso en línea (XIV, 48 páginas)
336			_2rdacontent _aTexto _btxt
337			_2rdamedia _aelectrónico _bc
338			_2rdacarrier _arecurso electrónico _bcr
347			_aarchivo de texto _bPDF
490	0		_aSpringerBriefs in School Psychology _x2520-8926
505	0		_aChapter 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?
520			_aThis 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.
988			_aSpringer_Psychology_2016
650		7	_2embne _9168698 _aLectura _xEnseñanza
650		7	_2embne _9678815 _aPersonas con discapacidad _xEducación
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-319-50624-1 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b05/2022 _dz _eu _zSI