A book is much easier to read, to find a page that you want, and to flip through. A scroll is more awkward to use. The Christian authors may also have wanted to distinguish their writings from the pagan and Judaic texts written on scrolls. In addition, some metal books were made, that required smaller pages of metal, instead of an impossibly long, unbending scroll of metal.
A book can also be easily stored in more compact places, or side by side in a tight library or shelf space. Papyrus became difficult to obtain due to lack of contact with Egypt, and parchment, which had been used for centuries, became the main writing material. Parchment is a material made from processed animal skin and used—mainly in the past—for writing on. Parchment is most commonly made of calfskin, sheepskin, or goatskin. It was historically used for writing documents, notes, or the pages of a book.
Parchment is limed, scraped and dried under tension. It is not tanned, and is thus different from leather. This makes it more suitable for writing on, but leaves it very reactive to changes in relative humidity and makes it revert to rawhide if overly wet. Monasteries carried on the Latin writing tradition in the Western Roman Empire. Cassiodorus , in the monastery of Vivarium established around , stressed the importance of copying texts. Benedict of Nursia , in his Rule of Saint Benedict completed around the middle of the 6th century later also promoted reading.
XLVIII , which set aside certain times for reading, greatly influenced the monastic culture of the Middle Ages and is one of the reasons why the clergy were the predominant readers of books. The tradition and style of the Roman Empire still dominated, but slowly the peculiar medieval book culture emerged.
Before the invention and adoption of the printing press , almost all books were copied by hand, which made books expensive and comparatively rare. Smaller monasteries usually had only a few dozen books, medium-sized perhaps a few hundred. By the 9th century, larger collections held around volumes and even at the end of the Middle Ages, the papal library in Avignon and Paris library of the Sorbonne held only around 2, volumes. The scriptorium of the monastery was usually located over the chapter house. Artificial light was forbidden for fear it may damage the manuscripts. There were five types of scribes:.
The bookmaking process was long and laborious. The parchment had to be prepared, then the unbound pages were planned and ruled with a blunt tool or lead, after which the text was written by the scribe , who usually left blank areas for illustration and rubrication. Finally, the book was bound by the bookbinder. Different types of ink were known in antiquity, usually prepared from soot and gum, and later also from gall nuts and iron vitriol.
This gave writing a brownish black color, but black or brown were not the only colors used. There are texts written in red or even gold, and different colors were used for illumination. For very luxurious manuscripts the whole parchment was colored purple , and the text was written on it with gold or silver for example, Codex Argenteus. Irish monks introduced spacing between words in the 7th century. This facilitated reading, as these monks tended to be less familiar with Latin. However, the use of spaces between words did not become commonplace before the 12th century.
It has been argued that the use of spacing between words shows the transition from semi-vocalized reading into silent reading. The first books used parchment or vellum calfskin for the pages. The book covers were made of wood and covered with leather. Because dried parchment tends to assume the form it had before processing, the books were fitted with clasps or straps. During the later Middle Ages , when public libraries appeared, up to the 18th century, books were often chained to a bookshelf or a desk to prevent theft.
These chained books are called libri catenati. At first, books were copied mostly in monasteries, one at a time. With the rise of universities in the 13th century, the Manuscript culture of the time led to an increase in the demand for books, and a new system for copying books appeared. The books were divided into unbound leaves pecia , which were lent out to different copyists, so the speed of book production was considerably increased. The system was maintained by secular stationers guilds, which produced both religious and non-religious material.
Judaism has kept the art of the scribe alive up to the present. According to Jewish tradition, the Torah scroll placed in a synagogue must be written by hand on parchment and a printed book would not do, though the congregation may use printed prayer books and printed copies of the Scriptures are used for study outside the synagogue. A sofer "scribe" is a highly respected member of any observant Jewish community. A number of cities in the medieval Islamic world had book production centers and book markets.
Yaqubi d. The medieval Muslim world also used a method of reproducing reliable copies of a book in large quantities known as check reading , in contrast to the traditional method of a single scribe producing only a single copy of a single manuscript. In the check reading method, only "authors could authorize copies, and this was done in public sessions in which the copyist read the copy aloud in the presence of the author, who then certified it as accurate. In woodblock printing , a relief image of an entire page was carved into blocks of wood, inked, and used to print copies of that page. This method originated in China, in the Han dynasty before AD , as a method of printing on textiles and later paper , and was widely used throughout East Asia.
The method called woodcut when used in art arrived in Europe in the early 14th century. Books known as block-books , as well as playing-cards and religious pictures , began to be produced by this method. Creating an entire book was a painstaking process, requiring a hand-carved block for each page; and the wood blocks tended to crack, if stored for long. The monks or people who wrote them were paid highly. The Chinese inventor Bi Sheng made movable type of earthenware c. Around , in what is commonly regarded as an independent invention, Johannes Gutenberg invented movable type in Europe, along with innovations in casting the type based on a matrix and hand mould.
This invention gradually made books less expensive to produce, and more widely available. Early printed books, single sheets and images which were created before in Europe are known as incunables or incunabula. Steam-powered printing presses became popular in the early 19th century. These machines could print 1, sheets per hour, but workers could only set 2, letters per hour. They could set more than 6, letters per hour and an entire line of type at once.
There have been numerous improvements in the printing press. As well, the conditions for freedom of the press have been improved through the gradual relaxation of restrictive censorship laws. See also intellectual property , public domain , copyright. In midth century, European book production had risen to over , titles per year. Throughout the 20th century, libraries have faced an ever-increasing rate of publishing, sometimes called an information explosion.
The advent of electronic publishing and the internet means that much new information is not printed in paper books, but is made available online through a digital library , on CD-ROM , in the form of e-books or other online media. An on-line book is an e-book that is available online through the internet. Though many books are produced digitally, most digital versions are not available to the public, and there is no decline in the rate of paper publishing. This effort is spearheaded by Project Gutenberg combined with Distributed Proofreaders. There have also been new developments in the process of publishing books.
Technologies such as POD or " print on demand ", which make it possible to print as few as one book at a time, have made self-publishing and vanity publishing much easier and more affordable. On-demand publishing has allowed publishers, by avoiding the high costs of warehousing, to keep low-selling books in print rather than declaring them out of print. The methods used for the printing and binding of books continued fundamentally unchanged from the 15th century into the early 20th century. While there was more mechanization , a book printer in had much in common with Gutenberg. Gutenberg's invention was the use of movable metal types, assembled into words, lines, and pages and then printed by letterpress to create multiple copies.
Modern paper books are printed on papers designed specifically for printed books. Traditionally, book papers are off-white or low-white papers easier to read , are opaque to minimise the show-through of text from one side of the page to the other and are usually made to tighter caliper or thickness specifications, particularly for case-bound books. Different paper qualities are used depending on the type of book: Machine finished coated papers , woodfree uncoated papers , coated fine papers and special fine papers are common paper grades.
Today, the majority of books are printed by offset lithography. Books tend to be manufactured nowadays in a few standard sizes.
- Plague - A Medical Thriller (The Plague Trilogy Book 1).
- Puppenspiel , Broc 2 (German Edition).
- Baby Rabbits: a childrens book with rabbit facts about pet rabbits.
The sizes of books are usually specified as "trim size": the size of the page after the sheet has been folded and trimmed. The standard sizes result from sheet sizes therefore machine sizes which became popular or years ago, and have come to dominate the industry. British conventions in this regard prevail throughout the English-speaking world, except for the USA.
The European book manufacturing industry works to a completely different set of standards. Modern bound books are organized according to a particular format called the book's layout. Although there is great variation in layout, modern books tend to adhere to as set of rules with regard to what the parts of the layout are and what their content usually includes. A basic layout will include a front cover , a back cover and the book's content which is called its body copy or content pages.
The front cover often bears the book's title and subtitle, if any and the name of its author or editor s. The inside front cover page is usually left blank in both hardcover and paperback books. The next section, if present, is the book's front matter , which includes all textual material after the front cover but not part of the book's content such as a foreword, a dedication, a table of contents and publisher data such as the book's edition or printing number and place of publication. Between the body copy and the back cover goes the end matter which would include any indices, sets of tables, diagrams, glossaries or lists of cited works though an edited book with several authors usually places cited works at the end of each authored chapter.
The inside back cover page, like that inside the front cover, is usually blank. Also here often appear plot summaries, barcodes and excerpted reviews of the book. Some books, particularly those with shorter runs i. As the production line circulates, a complete "book" is collected together in one stack, next to another, and another A web press carries out the folding itself, delivering bundles of signatures sections ready to go into the gathering line.
Note that the pages of a book are printed two at a time, not as one complete book. Excess numbers are printed to make up for any spoilage due to make-readies or test pages to assure final print quality. A make-ready is the preparatory work carried out by the pressmen to get the printing press up to the required quality of impression. Included in make-ready is the time taken to mount the plate onto the machine, clean up any mess from the previous job, and get the press up to speed.
As soon as the pressman decides that the printing is correct, all the make-ready sheets will be discarded, and the press will start making books. Similar make readies take place in the folding and binding areas, each involving spoilage of paper. After the signatures are folded and gathered, they move into the bindery. In the middle of last century there were still many trade binders — stand-alone binding companies which did no printing, specializing in binding alone.
At that time, because of the dominance of letterpress printing, typesetting and printing took place in one location, and binding in a different factory. When type was all metal, a typical book's worth of type would be bulky, fragile and heavy. The less it was moved in this condition the better: so printing would be carried out in the same location as the typesetting. Printed sheets on the other hand could easily be moved. Now, because of increasing computerization of preparing a book for the printer, the typesetting part of the job has flowed upstream, where it is done either by separately contracting companies working for the publisher, by the publishers themselves, or even by the authors.
Mergers in the book manufacturing industry mean that it is now unusual to find a bindery which is not also involved in book printing and vice versa. If the book is a hardback its path through the bindery will involve more points of activity than if it is a paperback. Unsewn binding, is now increasingly common. The signatures of a book can also be held together by "Smyth sewing" using needles, "McCain sewing", using drilled holes often used in schoolbook binding, or "notch binding", where gashes about an inch long are made at intervals through the fold in the spine of each signature.
The rest of the binding process is similar in all instances. Sewn and notch bound books can be bound as either hardbacks or paperbacks. In the most basic case-making, two pieces of cardboard are placed onto a glued piece of cloth with a space between them into which is glued a thinner board cut to the width of the spine of the book. After case-making the stack of cases will go to the foil stamping area for adding decorations and type. Recent developments in book manufacturing include the development of digital printing. Book pages are printed, in much the same way as an office copier works, using toner rather than ink.
Each book is printed in one pass, not as separate signatures. Digital printing has permitted the manufacture of much smaller quantities than offset, in part because of the absence of make readies and of spoilage. One might think of a web press as printing quantities over , quantities from to being printed on sheet-fed presses, and digital presses doing quantities below These numbers are of course only approximate and will vary from supplier to supplier, and from book to book depending on its characteristics.
Digital printing has opened up the possibility of print-on-demand, where no books are printed until after an order is received from a customer. In the s, due to the rise in availability of affordable handheld computing devices, the opportunity to share texts through electronic means became an appealing option for media publishers. The term e-book is a contraction of "electronic book"; it refers to a book-length publication in digital form. E-book readers attempt to mimic the experience of reading a print book by using this technology, since the displays on e-book readers are much less reflective.
Book design is the art of incorporating the content, style, format, design, and sequence of the various components of a book into a coherent whole. In the words of Jan Tschichold, book design "though largely forgotten today, methods and rules upon which it is impossible to improve have been developed over centuries. To produce perfect books these rules have to be brought back to life and applied. Many different creators can contribute to book design, including graphic designers , artists and editors.
The size of a modern book is based on the printing area of a common flatbed press. The pages of type were arranged and clamped in a frame, so that when printed on a sheet of paper the full size of the press, the pages would be right side up and in order when the sheet was folded, and the folded edges trimmed. The world's largest book is made of stone and is in Kuthodaw Pagoda Burma. A common separation by content are fiction and non-fiction books. This simple separation can be found in most collections , libraries , and bookstores. Many of the books published today are fiction, meaning that they are in-part or completely untrue.
Historically, paper production was considered too expensive to be used for entertainment. An increase in global literacy and print technology led to the increased publication of books for the purpose of entertainment, and allegorical social commentary. Most fiction is additionally categorized by genre. The novel is the most common form of fiction book. Novels are stories that typically feature a plot , setting , themes and characters. Stories and narrative are not restricted to any topic; a novel can be whimsical, serious or controversial.
The novel has had a tremendous impact on entertainment and publishing markets. A short story may be any length up to 10, words, but these word lengths vary. Comic books or graphic novels are books in which the story is illustrated. The characters and narrators use speech or thought bubbles to express verbal language.
In a library, a reference book is a general type of non-fiction book which provides information as opposed to telling a story, essay, commentary, or otherwise supporting a point of view. An almanac is a very general reference book, usually one-volume, with lists of data and information on many topics. An encyclopedia is a book or set of books designed to have more in-depth articles on many topics. A book listing words , their etymology , meanings, and other information is called a dictionary. A book which is a collection of maps is an atlas.
A more specific reference book with tables or lists of data and information about a certain topic, often intended for professional use, is often called a handbook. Books which try to list references and abstracts in a certain broad area may be called an index , such as Engineering Index , or abstracts such as chemical abstracts and biological abstracts.
Books with technical information on how to do something or how to use some equipment are called instruction manuals. Other popular how-to books include cookbooks and home improvement books. Students typically store and carry textbooks and schoolbooks for study purposes. Elementary school pupils often use workbooks , which are published with spaces or blanks to be filled by them for study or homework.
In US higher education , it is common for a student to take an exam using a blue book. There is a large set of books that are made only to write private ideas, notes, and accounts. These books are rarely published and are typically destroyed or remain private. Notebooks are blank papers to be written in by the user.
1,000 years of history
Students and writers commonly use them for taking notes. Scientists and other researchers use lab notebooks to record their notes. They often feature spiral coil bindings at the edge so that pages may easily be torn out. Books for recording periodic entries by the user, such as daily information about a journey, are called logbooks or simply logs. A similar book for writing the owner's daily private personal events, information, and ideas is called a diary or personal journal. Businesses use accounting books such as journals and ledgers to record financial data in a practice called bookkeeping.
There are several other types of books which are not commonly found under this system. Albums are books for holding a group of items belonging to a particular theme, such as a set of photographs , card collections, and memorabilia. One common example is stamp albums , which are used by many hobbyists to protect and organize their collections of postage stamps.
Such albums are often made using removable plastic pages held inside in a ringed binder or other similar holder. Picture books are books for children with pictures on every page and less text or even no text. Hymnals are books with collections of musical hymns that can typically be found in churches. Prayerbooks or missals are books that contain written prayers and are commonly carried by monks , nuns , and other devoted followers or clergy.
A leveled book collection is a set of books organized in levels of difficulty from the easy books appropriate for an emergent reader to longer more complex books adequate for advanced readers. Decodable readers or books are a specialized type of leveled books that use decodable text only including controlled lists of words, sentences and stories consistent with the letters and phonics that have been taught to the emergent reader.
New sounds and letters are added to higher level decodable books, as the level of instruction progresses, allowing for higher levels of accuracy, comprehension and fluency. Hardcover books have a stiff binding. Paperback books have cheaper, flexible covers which tend to be less durable. An alternative to paperback is the glossy cover, otherwise known as a dust cover, found on magazines, and comic books.
Spiral-bound books are bound by spirals made of metal or plastic.
Leaders in Library Research Resources
Examples of spiral-bound books include teachers' manuals and puzzle books crosswords , sudoku. Publishers may produce low-cost, pre-publication copies known as galleys or 'bound proofs' for promotional purposes, such as generating reviews in advance of publication. Galleys are usually made as cheaply as possible, since they are not intended for sale. Private or personal libraries made up of non-fiction and fiction books, as opposed to the state or institutional records kept in archives first appeared in classical Greece. In the ancient world, the maintaining of a library was usually but not exclusively the privilege of a wealthy individual.
Boston Public Schools. High school restructuring. Boston: Author. Bradley, L. Categorizing sounds and learning to read—A causal connection. Nature, , — Byrne, B. Journal of Educational Psychology, 81 , — Campanile, C. Two-thirds flunk math. New York Post. Carnine, D. Curricular interventions for teaching higher order thinking to all students: Introduction to the special series. Journal of Learning Disabilities, 24, — The professional context for collaboration and collaborative research. Remedial and Special Education, 16 6 , — Trustworthiness, use- ability, and accessibility of educational research.
Journal of Behavioral Education, 5 , — Why education experts resist effective practices and what it would take to make education more like medicine. Washington, DC: Thomas B. Fordham Foundation. Catts, H. Early identification of reading disabilities. Topics in Language Disorders, 12 1 , 1— Ceci, S. How much does schooling influence general intelligence and its cognitive components? A reassessment of the evidence. Developmental Psychology, 27 , — Chambless, D. Empirically supported psychological interventions: Controversies and evidence. Annual Review of Psychology, 52 , — Chapman, J.
Early reading-related skills and performance, reading self-concept, and the development of academic self- concept: A longitudinal study. Journal of Educational Psychology, 92 4 , — Coleman, J. Equality and achievement in education. Boulder, CO: Westview Press. Equality of educational opportunity. Colvin, R. Special education a failure on many fronts. LA Times. Commission on Excellence in Special Education. A new era: Revitalizing special education for children and their families. Cortiella, C. The state of learning disabilities. Cunningham, A. Explicit versus implicit instruction in phonemic awareness.
Journal of Experimental Child Psychology, 50 , — Dehaene, S. Reading in the brain: The science and evolution of a human invention. Delpit, L. Skills and other dilemmas of a progressive black educator. Harvard Educational Review, 56 , — Harvard Educational Review, 58 , — Department for Education and Employment.
The national literacy strategy: Framework for teaching. London: Crown. Donald, A. A practical guide to evidence- based medicine. Engelmann, S. Toward the design of faultless instruction: The theoretical basis of concept analysis. Educational Technology, 20 2 , 28— Farkas, G. Family linguistic culture and social reproduction: Verbal skill from parent to child in the preschool and school years.
Faust, M. Felton, R. Effects of instruction on the decoding skills of children with phonological processing problems. Journal of Learning Disabilities, 26, — Fielding, L. A new focus on free reading: The role of trade books in reading instruction. Raphael Ed. New York: Random House.
Fister, S. Translating research: Classroom application of validated instructional strategies. McLaughlin Eds. Boston: Andover Medical. Fleming, N. NAEP shows most students lack writing proficiency. Education Week , January 13, Fletcher, J. Classification of learning disabilities. Relation to other childhood disorders. Lyon, D. Gray, J. Krasnegor Eds. Baltimore: Brooks Pub. Foorman, B. How letter-sound instruction mediates progress in first grade reading and spelling. Journal of Educational Psychology, 83, — Gable, R. The enduring value of instructional research.
New and Pre-Owned Textbooks
Philadelphia: Jessica Kingsley. Gauthier, C. Quality of teaching and quality of education: A review of research findings. Gersten, R. Transforming teacher reluctance into a commitment to innovation. Direct Instruction News , 11— Factors enhancing sustained use of research-based instructional practices. Journal of Learning Disabilities, 33, — Goldhaber, D. Can teacher quality be effectively assessed? Goodman, K. In defense of good teaching. York, ME: Stenhouse. Haan Foundation. The federal education research project.
Hanushek, E. The trade-off between child quantity and quality. Journal of Political Economy, 1 , 84— Hart, B. Meaningful differences in the everyday experiences of young American children. Baltimore: Paul H. The early catastrophe: The 30 million word gap. American Educator. Hartocollis, A. Reading scores drop sharply in 8th Grade. New York Times. Hatcher, P. Ameliorating reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child Development, 65 , 41— Hattie, J. Visible Learning; a synthesis of over meta-analyses relating to achievement.
London; Routledge. Haycock, K. Helping all students achieve: Closing the achievement gap. Educational Leadership, 58 6. Hempenstall, K. The gulf between educational research and policy: The example of Direct Instruction and Whole Language. Behaviour Change, 13, 33— The Matthew Effects in reading: Why initial delays in reading become increasingly pervasive.
The whole language- phonics controversy: An historical perspective. Educational Psychology, 17 , — Herrnstein, R. The Bell Curve: Intelligence and class structure in American life. New York: The Free Press. Heward, W. Ten faulty notions about teaching and learning that hinder the effectiveness of special education.
The Journal of Special Education, 36 , — Hill, P.
Multilevel modelling in school effectiveness research. School Effectiveness and School Improvement, 7 1 , 1— Hoskyn, M. Cognitive processing of low achievers and children with reading disabilities: A selective meta-analytic review of the published literature. School Psychology Review, 29 , — Jencks, C. The American Prospect, 9 Inequality: A reassessment of the effect of family and schooling in America.
New York: Basic Books. Jepsen, C. Class size reduction, teacher quality, and academic achievement in California Public Elementary Schools. Johnson, J. Reality check, Public Agenda. Johnson, K. Time to refocus special education on reading achievement. Mackinac Center for Public Policy. Jones, J. Confidence in U. Gallup Politics. Jorm, A. Phonological recoding and learning to read: A longitudinal study.
Applied Psycholinguistics, 5 , — Juel, C. Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80 , — The spelling-sound code in reading. Smith Eds. New York: Springer-Verlag. Kirschner, P. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching.
Educational Psychologist, 41 2 , 75— Leach, D. Increasing the use and maintenance of behaviour-based practices in schools: An example of a general problem for applied psychologists? Australian Psychologist, 22 , — Leigh, A. Teacher quality: How and why has teacher quality changed in Australia , Teacher, December , pp. Lepola, J. The development of motivational orientations as a function of divergent reading careers from pre-school to the second grade. Learning and Instruction, 10, — Levin, B.
Criticizing the schools: Then and now. Education Policy Analysis Archives, 6 Lewis, L. Add it up: Using research to improve education for low-income and minority students. Lindsley, O. Journal of Applied Behaviour Analysis, 25, 21— Lyon, G. Overview of reading and literacy initiatives. Statement to Committee on Labor and Human Resources. Measuring success: Using assessments and accountability to raise student achievement. House of Representatives Washington, DC. Education News Org. Early warning system: How to prevent reading disabilities.
Education Matters, 1 2 , 22— Maggs, A. The educational psychologist: Facing a new era. Psychology in the Schools, 19 , — Education Policy Analysis Archives, 12 Marshall, J. Reason, 25 7 , — Mash, E. Abnormal child psychology. Mather, N. Perceptions and knowledge of preservice and inservice teachers about early literacy instruction. Journal of Learning Disabilities, 34, — Maugban, B. Reading problems and depressed mood. Journal of Abnormal Child Psychology, 31 , — Moats, L.
Whole language high jinks: The illusion of balanced reading instruction. Thomas B. Implementing effective instruction for students with LD: A challenge for the future. Ellis Eds. Baltimore: Brookes Publishing Co. Nagy, W. How many words are there in printed English? Reading Research Quarterly, 19 , — National Center for Education Statistics Department of Education, Institute of Education Sciences.
Online Resource A-Z | Las Vegas-Clark County Library District
National Center for Educational Statistics. Fourth-Grade Students in an International Context. National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U. Department of Health and Human Services. Neill, A. Middlesex: Penguin. Nuthall, G. Relating classroom teaching to student learning: A critical analysis of why research has failed to bridge the theory-practice gap. Harvard Educational Review, 74 , — Office of Educational Research and Improvement.
Palmaffy, T. No excuses: Houston educator Thaddeus Lott puts failing schools to shame. Peske, H. Teaching inequality: How poor and minority students are shortchanged on teacher quality. Peterson, C. Building reading proficiency at the secondary level: A guide to resources. Plucker, J. Mind the other gap! The growing excellence gap in K education.
Prawat, R. American Journal of Education, , — Puma, M. Third grade follow-up to the Head Start Impact Study. Reardon, S. Patterns of literacy among U.
- LEARN NC has been archived.
- Databases & Indexes?
- Effective Program Models for Gifted Students from Underserved Populations (CEC-TAG Educational Resources);
- The Complete Countryman: A Users Guide to Traditional Skills and Lost Crafts.
- Japs Draw First Blood - A Day Before Pearl Harbor (Year one - Pacific - Aerial Combat from Pearl Harbor to Guadalcanal)!
- LEARN NC has been archived.
The Future of Children, 22 2 , Report of the Education Trust. Dispelling the myth: High poverty schools exceeding expectations. Washington, DC: Education Trust. Reschly, A. Rogers, C. On becoming a person.
NPR’s Book Concierge
Boston: Houghton Mifflin. Rosenshine, B. Content, time, and direct instruction. Walbert Eds. Berkeley, CA: McCutchan. Rothstein, R. Class and schools: Using social, economic, and educational reform to close the black-white achievement gap. Rupley, W. Research on teacher quality: Improving reading and writing instruction. Sackett, D. British Medical Journal, , 71— Sanders, W. Cumulative and residual effects of teachers on future student academic achievement.
Schickendanz, J. Schmidt, W. A coherent curriculum: The case of mathematics. Share, D. Language deficits and specific reading retardation: Cause or effect? British Journal of Disorders of Communication, 22 , — IQ and reading progress: A test of the capacity notion of IQ. Shaw, S. An educational programming framework for a subset of students with diverse learning needs: Borderline intellectual functioning. Intervention in School and Clinic, 43 , Simmons, D.
Perspectives on dyslexia: Commentary on educational concerns. Journal of Learning Disabilities, 25 , 66— Skillman, L. Direct Instruction model implementation manual II. Guidebook for supervisors. Smith, F. Psychology and reading. Learning to read: The never-ending debate.
Phi Delta Kappan, 74 , — Snow, C. Sparks, S. Most 8th graders fall short on NAEP science test. Education Week. Jan 27, Stanovich, K. Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21 , — Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological- core variable-difference model. Journal of Learning Disabilities, 21, — The right and wrong places to look for the cognitive locus of reading disability.
Annals of Dyslexia, 38 , — Speculation on the causes and consequences of individual differences in early reading acquisition. Gough, L. Treiman Eds. Does reading make you smarter? Literacy and the development of verbal intelligence. Advances in Child Development and Behavior, 24 , — Stone, J. Developmentalism: An obscure but pervasive restriction on educational improvement.
Education Policy Analysis Archives, 4. Sweller, J. Why minimally guided teaching techniques do not work: A reply to commentaries. Educational Psychologist, 42 2 , — Thompson, S. Effective teachers in urban school settings: Linking teacher disposition and student performance on standardized tests.
Journal of Authentic Learning, 2 1 Torgesen, J. Catch them before they fall: Identification and assessment to prevent reading failure in young children. Longitudinal studies of phonological processing and reading. Tough, P. How children succeed: Grit, curiosity, and the hidden power of character.
Tucker, M. Standing on the shoulders of giants: An American agenda for education reform. National Center on Education and the Economy. Tunmer, W. Defining dyslexia. Journal of Learning Disabilities, 43 3 , — Turbill, J. The four ages of reading philosophy and pedagogy: A framework for examining theory and practice. Reading Online, 5 6. Department of Education c, January. No Child Left Behind Act, Department of Education.
Seventeenth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Government Printing Office. Donahue, K. Voelkl, J. Mazzeo Eds. Washington, DC: Author. Donahue, R. Finnegan, A. Lutkus, N. Campbell Eds. A meta-analysis of reading differences between low achievers with and without the label. Profile of undergraduates in U. Horn, K. Rooney Eds. Viadero, D. Research: Holding up a mirror. Editorial Projects in Education, 21 40 , 32— Studies cite learning gains in Direct Instruction schools.
Editorial Projects in Education, 21 31 , Wade, B. Experiencing special education. Buckingham: Open Univ. Wayne, A. Education Policy Analysis Archives, 10 Weaver, C. Wenglinsky, H. How teaching matters. Using large- scale research to gauge the impact of instructional practices on student reading comprehension: An exploratory study. Education Policy Analysis Archives, 11 Whitehurst, G. Children of the code: A social-education project and a PBS television documentary series.
Related Beyond the Textbook: Using Trade Books and Databases to Teach Our Nations History, Grades 7–12
Copyright 2019 - All Right Reserved