| Description |
1 online resource (xviii, 238 pages) : illustrations |
| Bibliography |
Includes bibliographical references and index. |
| Contents |
Cover -- Halftitle Page -- Also from the Editors -- Title Page -- Copyright -- Dedication -- About the Editors -- Contributors -- Foreword -- Acknowledgments -- Contents -- 1. Introduction -- The Need for Focused Attention on Conceptual Development -- Overview of This Book -- Conclusion -- References -- 2. Developing Vocabulary Skills while Developing Conceptual Knowledge: Strategies from the PAVEd for Success Kindergarten and Prekindergarten Program -- Why Focus on Vocabulary? -- Building Bridges -- Explicit Vocabulary Enhancement Practices for Young Children: New VEhicles and CAR Quest -- PAVEd for Success in Practice -- Conclusion -- References -- 3. "I Don't Just Want to Read, I Want to Learn Something": Best Practices for Using Informational Texts to Build Young Children's Conceptual Knowledge -- What Are Concepts, and How Are Concepts and Vocabulary Related? -- How Might Informational Texts Contribute to Conceptual Knowledge and Vocabulary? -- How Might Information Books Be Used for Conceptual Development/Vocabulary Acquisition? -- Conclusion -- References -- 4. What Does Discussion Add to Reading for Conceptual Learning? -- Why Do Discussions Lead to Improved Reading Comprehension? -- What Kind of Discussion? -- The Collaborative Reasoning Approach to Classroom Discussion -- Multilink Causal Reasoning for Conceptual Learning -- Analogical Reasoning for Empathy -- Metacognition for Conceptual Learning -- Conclusion -- References -- 5. Using Multimodal Text Sets to Support Conceptual Understandings -- What Are Text Sets? -- Text Sets: A New Name for an Old Idea? -- Scaffolding Concept-Based Instruction -- Resources for Building and Teaching with Multimodal Text Sets -- Conclusion -- References -- 6. Developing Conceptual Knowledge in the Content Areas: Overlooked Features of Texts That Influence Complexity -- Text Complexity: Some Background -- How Does Text Enhance Conceptual Knowledge? -- Word Familiarity (Frequency) in Literary, Science/Social Science, and Math Texts -- Text Cohesion -- Word Concreteness and Imageability -- Conclusion -- References -- 7. Teaching and Learning in a Digital World: Digital Literacies for Disciplinary Learning -- Learning in a Digital World -- The Growing Importance of Disciplinary Literacies -- Digital Literacies for Disciplinary Learning -- Three Potentials Addressed by Interweaving Digital Literacies for Disciplinary Learning -- Addressing the Three Potentials: An Instructional Framework -- Implementing Digital Literacies for Disciplinary Learning -- Conclusion -- References -- 8. Teaching to Write and Writing to Learn: Conceptual Development through Discipline-Specific Writing -- Teaching Discipline-Specific Literacy -- How We Can Learn by Writing -- Writing and Conceptual Knowledge in Social Studies -- Writing and Conceptual Knowledge in Mathematics -- Writing and Conceptual Knowledge in Science -- Conclusion -- References. |
| Note |
Online resource; title from PDF title page (ProQuest Ebook Central, viewed April 17, 2020). |
| Subject |
Concept learning.
|
|
Language arts -- Psychological aspects.
|
|
Concept learning. (OCoLC)fst00872948
|
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Language arts -- Psychological aspects.
(OCoLC)fst00992299
|
| Genre/Form |
Electronic books.
|
| Added Author |
Kuhn, Melanie R., editor.
|
|
Dreher, Mariam Jean, editor.
|
| Other Form: |
Print version: Developing conceptual knowledge through oral and written language. New York : The Guilford Press, [2020] 9781462542611 (DLC) 2019054722 (OCoLC)1148201575 |
| ISBN |
9781462542659 (electronic bk.) |
|
1462542654 (electronic bk.) |
|
9781462542628 (hardcover) |
|
146254262X (hardcover) |
|
9781462542611 (paperback) |
|
1462542611 (paperback) |
|
