Search

Professional learning (PL) opportunities are essential for PreK-12 literacy educators, but too often these efforts fail to help teachers develop and deeply engage with their work. This forward-looking book describes keys to providing effective, sustainable literacy PL that values teachers over test scores and capitalizes on social networks and communities. The volume presents case studies of transformational initiatives tailored to culturally and linguistically diverse populations of teachers and students, varying school resources, urban or rural settings, and other factors. Issues of access and equity are emphasized throughout the book's discussions of innovative in-person, hybrid, and remote PL models. The companion website features 11 brief videos in which chapter authors provide engaging commentary on their respective topics.

Writing skills are essential for success in the 21st-century school and workplace, but most classrooms devote far more time to reading instruction, with writing often addressed in isolation or excluded. In this insightful professional development resource and text, leading researchers discuss why and how to integrate writing and reading instruction in grades K-12 and beyond. Contributors explore how to harness writing-reading connections to support learning in such areas as phonics and spelling, vocabulary, understanding genre and text structure, and self-regulated strategy development, as well as across content areas and disciplines. Special considerations in teaching emergent bilingual students and struggling literacy learners are described. User-friendly features include guiding questions, classroom examples, and action questions that help teachers translate the research and concepts into practice. [Foreword written by Jill Fitzgerald.]

"High Attention Reading" offers a new way to get students of all reading levels to independently read informational texts with more effort, attention, and stamina. Hale argues that increasing the number of informational texts children read is important but not enough to achieve this goal. In order to prepare students for the reading demands of high school, it is essential that we provide strategic scaffolding for the habits of mind required to read this genre at a high level and the motivation to do so. The author introduces elementary and middle school teachers to a format called HART (High Attention Reading through Talking) that uses purposeful, intermittent student talk to heighten engagement and accountability during independent reading. The book includes easy-to-implement lessons to get started with HART, as well as discussions about the relationships among motivation, engagement, and content area reading. Chapters describe how HART scaffolds and supports student ownership of background knowledge, content vocabulary, and critical thinking about texts. Teachers will learn how to create conditions that foster motivation and engagement with informational text, while also creating authentic accountability to help students read to their potential. Book Features: (1) an approach to independent reading that can be incorporated into any reading curriculum, from reading workshop to more structured comprehensive programs; (2) practical information for how to impact a difficult to reach aspect of reading--the internal effort students make while reading complex text independently; (3) strategies for building students' critical thinking through discussion and writing; (4) guidance for how to increase student ownership of attending to background knowledge and content vocabulary; (5) a framework that can be used by reading and content (science and social studies) teachers in both elementary and middle school; (6) dedicated discussions on how to differentiate HART for English Learners; and (7) lessons that include descriptive transcripts, reproducible supportive materials, and access to downloadable PowerPoints.

This collection of short papers is an outcome of the third conference on virtual exchange in higher education hosted by the Pedagogical University in Krakow in April 2018. Following the focus of the conference on virtual exchange in service of social inclusion and global citizenship, the papers collected in this volume offer first-hand insights into theoretical and practical considerations on the most recent stage of this rapidly developing form of learning. The publication will be of particular interest to academic educators, researchers, administrators, and mobility officers planning to implement virtual exchange in their unique academic contexts.

For their 61st annual conference, the Association of Literacy Educators and Researchers (ALER) met in St. Petersburg, Florida. This year's conference theme was "Engaging All Readers through Explorations of Literacy, Language, and Culture," which was also used as the title for this year's "Yearbook." This "Yearbook" contains articles about innovative strategies for teachers and teacher leaders, research trends within teacher education programs, and innovative and seminal strategies for preservice teachers. Included are double-peer reviewed papers, the presidential address, and the keynote address: (1) Systems Without a Process: Know What To Do and Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning and Academic Language in Economics (Chang Yuan); (4) "There Might Be Words on the Screen, but it's Not the Same": Engaging Tweens in Literacy through Minecraft Book Groups (Carolyn Stufft); (5) Stranger than Nonfiction: Identifying and Modeling Text Structures in Fiction Picturebooks (Tracey S. Hodges and Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging to Make Meaning During Read Alouds (Erin Greeter); (7) Research on Reader's Theater (Faida Stokes and Chase Young); (8) What DO they do all day?: Field Experiences in Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, and Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact of Digital Literacy and Problem-Based Learning on Fourth Graders' Vocabulary and General Reading Outcomes (James E. Gentry, Chris Sloan, and Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path to Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, and Angela Curfman); (11) High Stakes Testing in Teacher Education: Responses and Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, and Jean Vintinner); (12) The Lasting Impact of a University Common Reading Program (Kristen Ferguson, Natalya Brown, and Linda Piper); (13) Honoring All of the Language Arts: A Constructivist Approach to Preservice Teachers' Classroom Observations (Delane Bender-Slack and Teresa Young); (14) Preservice Teachers' Sense of Efficacy for Literacy Instruction: Examination of an Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, and Maureen Sullivan); (15) Cohort Participation: Impact on Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, and Stephanie Bernander); (16) Disrupting the University Curriculum: Engaging Preservice Teachers in a Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, and Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring the Reading Habits of Preservice Teachers in a Children's Literature Course (Bethanie Pletcher and Tomas Espinosa); (18) Shaping and Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson and Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics and Phonemic Awareness in a Teacher Preparation Program: An Analysis of the Achievement and Perceptions of Pre-Service Teachers (Stacey Bose); (21) The Power of Family Involvement: Preparing Preservice Teachers to Understand More about the Out of School Literacy Lives and Cultures of Children (Kathryn V. Dixon, Martha M. Foote, and Juan J. Araujo with Rhonda Clark, Carol Revelle, and Tami Morton); (22) Supporting the Literacy Development of At-Risk First Time College Students through the Exploration of Language and Culture (Connie Briggs, Patricia A. Watson, and Ivan Dole); and (23) Exploring the Reading Strategy Use of EFL College Students: Tri-lingual Chinese Students Attending a University in Korea (Kay Hong-Nam and Susan Szabo). [For the Thirty-Ninth Yearbook, see ED594524.]

The widely-acclaimed "Complete Resource Guide for People with Disabilities" is an invaluable resource for all those committed to empowering individuals with disabilities. All those with a disability, from vision problems to physical disabilities to asthma, will find ways in this Directory to succeed at work, in school, and in their community. Careful research and compilation of the best data available has earned "The Complete Resource Guide for People with Disabilities" the honor of being a repeat recipient of the National Mature Media Award and the National Health Information Award, as well as being a go-to resource among educators, librarians and the disability community. This completely updated 2022 edition includes thousands of new entries, enhancements to existing entries, and hundreds more web sites and e-mail addresses. For nearly 30 years this informative resource guide has been the go-to resource for people with disabilities, detailing important contact information for thousands of: (1) Independent Living Centers; (2) Rehabilitation Facilities (3) State & Federal Agencies (4) Associations; and (5) Support Groups and much more. This one-stop resource also provides immediate access to the latest products and services available for people with disabilities such as: (1) Periodicals & Books; (2) Assistive Devices; (3) Employment & Education Programs; and (4) Camps and Travel Groups. This edition also includes Helpful Articles for the Disabled Population, an expanded Glossary of Terms, and a Resources section arranged by 8 disability categories that make finding resources for a specific disability quick and easy. Front matter begins with: (1) Glossary of Disability-Related Terms; (2) 2020 Annual Report on People with Disabilities in America; (3) "Disability Impacts All of Us" infographic from the CDC; (4) 2020 Progress Report on National Disability Policy: Increasing Disability Employment; and (5) Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities. Coverage continues with 33 subject-specific sections, from Arts & Entertainment to Vocational & Employment Programs; 3 sections of Rehabilitation Facilities; and 9 disability-specific sections, from Aging to Visual. Most sections include a range of resources, including Associations, Products, Camps, Living Facilities, and Print and Electronic Resources. The comprehensive Table of Contents guides you through the 33 chapters and more than 100 subchapters contained in this rich resource. Sure to save hours of Internet research time, this title provides comprehensive, critical and immediate information in one source that can be accessed quickly and easily. This edition provides 9,367 descriptive listings, 23,933 key contacts, 7,561 fax numbers, 5,894 email addresses, and 8,317 web sites. New-Statistics Following the listings is an appendix of state-by-state statistics from the 2020 Annual Disability Statistics Compendium. The first part of this section includes tables that provide numbers of disabled individuals by state, and by disability--hearing, vision, cognitive, ambulatory, and self-care and independent-living disabilities. The second part of this section includes state-by-state numbers of individuals who are employed, also broken down by the six disability categories listed above. Indexes include: (1) Entry & Publisher Index lists all directory listings alphabetically; (2) Geographic Index organizes listings alphabetically by state; and (3) Subject Index alphabetically organizes directory listings by relevant topics, i.e. autism, language disorders. The widely-acclaimed "Complete Resource Guide for People with Disabilities" is an invaluable resource for all those committed to empowering individuals with disabilities. All those with a disability, from vision problems to physical disabilities to asthma, will find ways in this Resource Guide to succeed at work, in school, and in their community. Each year, more libraries, schools, colleges, hospitals, rehabilitation centers and individuals add "The Complete Resource Guide for People with Disabilities" to their collections, ensuring that this information is readily available to the families and individuals who can benefit most from the amazing wealth of resources cataloged here. [For "The Complete Resource Guide for People with Disabilities, 2020. Twenty-Eighth Edition," see ED604103.]

All learning is based on the mastery of essential literary skills, and in this impactful title from author and reading specialist Peg Grafwallner, educators will discover tools they need to embed literacy into all subjects. Using this book's skill-building strategies and reproducibles, educators can effectively teach those literacy skills to support developing students as they learn to read, write, and think critically. Through this title, educators will discover how to: (1) expand their teaching methods to include literacy skills; (2) introduce literacy into daily lesson planning; (3) embed reading comprehension into any subject area; (4) create a positive classroom culture through relevant and relatable vocabulary strategies; and (5) scaffold instruction using literacy strategies to boost subject-area comprehension.

Social-emotional learning (SEL) has become an important trend in education; however, it is frequently overlooked at the high school level. Arguably, SEL is even more important at this level than other grade levels for the purposes of effective college and career readiness preparation. The inclusion of SEL into school accountability systems and classrooms at all levels of K-12 education will improve SEL's likelihood of being addressed. When it is, students are better served. This book provides an overview of the like terms for SEL, the state standards in place, and the programs that exist. Furthermore, this book provides improved understanding of SEL assessments in school accountability, practical guidance for SEL usage in the classroom, and new approaches to distance learning with an SEL approach. Specifically, little is known about the usage of SEL in the World Language classroom, so this book is useful for leaders in this content area in particular.

Comprehension is a primary ingredient of reading success--but most educators aren't taught how to deliver structured comprehension instruction in their classrooms. K-8 teachers will find the guidance they need in this groundbreaking professional resource from Nancy Hennessy, former IDA President and an expert on reading comprehension. Meticulously researched and masterfully organized, this book offers a clear blueprint for understanding the complexities of reading comprehension and delivering high-quality, evidence-based instruction that helps students construct meaning from challenging texts. Aligned with the science of reading and IDA's Structured Literacy approach, this book is a must for in-service educators and an ideal supplement to pair with core literacy textbooks. Today's teachers will get the essential knowledge and practical tools they need to help every student become a proficient reader--and build a strong foundation for school success. With this book, educators will: (1) Get critical background knowledge. Synthesizing decades of research on reading comprehension, this book provides educators with all the fundamentals they need to teach this key component of reading proficiency; (2) Master the blueprint. Teachers will get a complete framework for organizing instruction, aligned with the language comprehension strands of Scarborough's Reading Rope. In-depth chapters are devoted to each facet of reading comprehension, including vocabulary, syntax and sentence comprehension, text structures, background knowledge, and levels of understanding and inference; and (3) Make it work in the classroom. Educators will find practical guidance and tools for planning their units and lessons, adapting to the needs of individual students, and assessing student progress. (An interactive book study guide makes this book easy to use as a professional development resource.) Practical Materials: To help them apply the science of reading comprehension and design high-quality instruction, teachers will get classroom activities, sample lesson plans, and questions that help them reflect on and strengthen their practices. The photocopiable teaching resources, including unit and lesson plan organizers, can be used again and again in the classroom. [Foreword written by Louisa Cook Moats.]

This volume offers a comprehensive, up-to-date, empirical and methodological view over the new scenarios and environments for language teaching and learning recently emerged (e.g. blended learning, e-learning, ubiquitous learning, social learning, autonomous learning or lifelong learning), and also over some of the new approaches to language teaching and/or research that can support them (usually by applying ICT), such as Computer-Assisted Language Learning (CALL), Mobile-Assisted Language Learning (MALL), Content and Language Integrated Learning (CLIL), or Language Massive Open Online Courses (LMOOCs). This book is geared to those undertaking language teaching for the first time or willing to try new perspectives and methods in their courses. The following sections and papers are included: (1) Applying information and communication technologies to language teaching and research: an overview (Antonio Pareja-Lora, Pilar Rodríguez-Arancón, and Cristina Calle-Martínez). Section 1. General applications of ICTs to language teaching and learning. Section 1.1. E-learning and languages in primary/secondary/tertiary education; (2) 27 Technology use in nursery and primary education in two different settings (Mª Camino Bueno Alastuey and Jesús García Laborda); (3) How working collaboratively with technology can foster a creative learning environment (Susana Gómez); (4) The e-generation: the use of technology for foreign language learning (Pilar Gonzalez-Vera); (5) Evaluation of reading achievement of the program school 2.0 in Spain using PISA 2012 (Cristina Vilaplana Prieto); (6) Language learning actions in two 1x1 secondary schools in Catalonia: the case of online language resources (Boris Vázquez Calvo and Daniel Cassany); (7) Innovative resources based on ICTs and authentic materials to improve EFL students' communicative needs (Rebeca González Otero); (8) Teaching the use of WebQuests to master students in Pablo de Olavide University (Regina Gutiérrez Pérez); and (9) ICTs, ESPs and ZPD through microlessons in teacher education (Soraya García Esteban, Jesús García Laborda, and Manuel Rábano Llamas). Section 1.2. Language distance, lifelong teaching and learning, and massive open online courses: (10) Learning specialised vocabulary through Facebook in a massive open online course (Patricia Ventura and Elena Martín-Monje); (11) Identifying collaborative behaviours online: training teachers in wikis (Margarita Vinagre Laranjeira); (12) The community as a source of pragmatic input for learners of Italian: the multimedia repository LIRA (Greta Zanoni); and (13) Grammar processing through English L2 e-books: distance vs. face-to-face learning (Mª Ángeles Escobar-Álvarez). Section 1.3. Interaction design, usability and accessibility: (14) A study of multimodal discourse in the design of interactive digital material for language learning (Silvia Burset, Emma Bosch, and Joan-Tomàs Pujolà); and (15) Audiovisual translation and assistive technology: towards a universal design approach for online education (Emmanouela Patiniotaki). Section 2. New trends in the application of ICTs to language learning. Section 2.1. Mobile-assisted language learning: (16) Mobile learning: a powerful tool for ubiquitous language learning (Nelson Gomes, Sérgio Lopes, and Sílvia Araújo); (17) Critical visual literacy: the new phase of applied linguistics in the era of mobile technology (Giselda Dos Santos Costa and Antonio Carlos Xavier); (18) Virtual learning environments on the go: CALL meets MALL (Jorge Arús Hita); (19) Exploring the application of a conceptual framework in a social MALL app (Timothy Read, Elena Bárcena, and Agnes Kukulska-Hulme); (20) Design and implementation of BusinessApp, a MALL application to make successful business presentations (Cristina Calle-Martínez, Lourdes Pomposo Yanes, and Antonio Pareja-Lora); and (21) Using audio description to improve FLL students' oral competence in MALL: methodological preliminaries (Ana Ibáñez Moreno, Anna Vermeulen, and Maria Jordano). Section 2.2. ICTs for content and language integrated learning: (22) 259 ICT in EMI programmes at tertiary level in Spain: a holistic model (Nuria Hernandez-Nanclares and Antonio Jimenez-Munoz); and (23) Vocabulary Notebook: a digital solution to general and specific vocabulary learning problems in a CLIL context (Plácido Bazo, Romén Rodríguez, and Dácil Fumero). Section 2.3. Computerised language testing and assessment: (24) Using tablet PC's for the final test of Baccalaureate (Jesús García Laborda and Teresa Magal Royo); (25) The implications of business English mock exams on language progress at higher education (Rocío González Romero); and (26) Assessing pragmatics: DCTs and retrospective verbal reports (Vicente Beltrán-Palanques). Section 3. Applying computational linguistics and language resources to language teaching and learning: (27) An updated account of the WISELAV project: a visual construction of the English verb system (Andrés Palacios Pablos); (28) Generating a Spanish affective dictionary with supervised learning techniques (Daniel Bermudez-Gonzalez, Sabino Miranda-Jiménez, Raúl-Ulises García-Moreno, and Dora Calderón-Nepamuceno); (29) Transcription and annotation of a Japanese accented spoken corpus of L2 Spanish for the development of CAPT applications (Mario Carranza); (30) Using ontologies to interlink linguistic annotations and improve their accuracy (Antonio Pareja-Lora); (31) The importance of corpora in translation studies: a practical case (Montserrat Bermúdez Bausela); (32) Using corpus management tools in public service translator training: an example of its application in the translation of judgments (María Del Mar Sánchez Ramos and Francisco J. Vigier Moreno); and (33) Integrating computer-assisted translation tools into language learning (María Fernández-Parra). An author index is included. (Individual papers contain references.) [The publication of this volume has been partly funded by the following grants and/or projects: Spanish Ministry of Science and Innovation (grant ref. FFI2011-29829), eLITE-CM project (grant ref. H2015/HUM-3426, and the European Commission.]

This book explores how educational institutions have failed to recognize and effectively address the symptoms of trauma in students of all ages. Given the prevalence of traumatic events in our world, including the COVID-19 pandemic, Gross argues that it is time for educational institutions and those who work within them to change their approaches and responses to traumatic symptoms that manifest in students in schools and colleges. These changes can alter how and what we teach, how we train teachers, how we structure our calendars and create our schedules, how we address student behavior and disciplinary issues, and how we design our physical space. Drawing on real-life examples and scenarios that will be familiar to educators, this resource provides concrete suggestions to assist institutions in becoming trauma-responsive environments, including replicable macro- and microchanges. Book features: (1) Focuses on trauma within the early childhood-adult educational pipeline; (2) Explains how trauma is often cumulative, with recent traumatic events often triggering a revival of traumatic symptomology from decades ago; (3) Provides clarifications of currently used terms and scoring systems and offers new and alternative approaches to identifying and ameliorating trauma; and (4) Includes visual images to augment the descriptions in the text.

As your school district undertakes the process of evaluating its K-12 reading program, literacy curriculum, or literacy instructional practices, this book will be your go-to resource. Pennell offers a step-by-step guide for educators, school leaders, or professional learning communities to evaluate high-quality instructional materials and standards-aligned literacy practices. It includes a wealth of tools such as timelines, full meeting agendas, stakeholder surveys, and evaluation rubrics. Chapters cover key topics, including: (1) Literacy leadership team meetings; (2) Reviewing foundational skills; (3) Comprehension and vocabulary; (4) Evaluating writing; (5) Selecting new materials; (6) Implementing new literacy materials; and (7) Supporting educators through instructional coaching and professional learning. Pennell provides a straightforward framework for how educators can work together collaboratively to analyze, reflect, and ultimately evaluate their school district's literacy program. Each chapter is grounded in salient research on the "why" of literacy teaching and learning and helps you understand "how" instruction can be meaningfully aligned with current standards. The research and theory that support effective literacy instruction--including culturally responsive practices--are explained in an accessible and pragmatic manner. The practical tools in this book are essential for administrators and educators tasked with evaluating literacy programs and practices, as well as graduate students who must learn how to audit a literacy curriculum. Whether you are a school administrator, teacher, or reading specialist, this book will ensure all your students can reach success in literacy.

This book demonstrates the positive impact of using film and audiovisual material in the language classroom. The chapters are evidence-based and address different levels and contexts of learning around the world. They demonstrate the benefits of using moving images and films to develop intercultural awareness and promote multilingualism, and suggest Audiovisual Translation (AVT) activities and projects to enhance language learning. The book will be a valuable continuing professional development resource for language teachers and those involved in curriculum development, as well as bringing the latest research, theory and pedagogical techniques to teacher training courses. Titles in the book include: (1) Using Film to Teach Languages in a World of Screens (Kieran Donaghy); (2) Developing Intercultural Awareness through Reflected Experience of Films and Other Visual Media (Brian Tomlinson); (3) Addressing 'Super-Diversity' in the Language Classroom through Multilingual Films and Peer-Generated YouTube Content (Isabella Seeger); (4) Playing the Part: Media Re-Enactments as Tools for Learning Second Languages (Anne-Laure Dubrac); (5) Captioned Video, Vocabulary and Visual Prompts: An Exploratory Study (Melissa Cokely and Carmen Muñoz); (6) The Effects of Bimodal L2 Input on the Processing of Function Words by Spanish EFL Learners: An Eye-Tracking Study (Joan C. Mora and Eva Cerviño-Povedano); (7) 'A Friend in Need Is a Film Indeed': Teaching Colloquial Expressions with Subtitled Television Series (Anca Daniela Frumuselu); (8) Enhancing Student Motivation in Foreign Language Learning through Film Subtitling Projects (Rosa Alonso-Pérez); (9) Audiovisual Translation Modes as L2 Learning Pedagogical Tools: Traditional Modes and Linguistic Accessibility (Juan Pedro Rica Peromingo and Ángela Sáenz Herrero); (10) Towards an Inclusive Model for Teaching Literature in Multimodal Frameworks: The Case of a Film-Based Workshop in the Complutense EFL/ESL Teacher Training Programme (Jelena Bobkina and Elena Domínguez); (11) An Analysis of the Success of the 'Cultural Topic' at a Level through the Study of Spanish Film Directors (Mark Goodwin); (12) Audiovisual Activities and Multimodal Resources for Foreign Language Learning (Stavroula Sokoli and Patrick Zabalbeascoa Terran); and (13) Conclusion: Present and Future Directions for Video, Film and Audiovisual Media in Language Teaching (Carmen Herrero).

Discover the teaching practices that make the biggest difference in student performance! The new edition of this practical, research-based book gives leaders and teachers an even closer look at instructional practices from top award-winning urban schools. With refreshed examples from high-performing teachers and detailed analyses of these practices, the authors demystify the achievement of these schools while offering a practical guide to help educators apply these practices in their contexts. "Teaching Practices from America's Best Urban Schools" is a valuable tool for any educator in both urban and non urban schools that serve diverse student populations, including English language learners and children from low-income families. What's new: (1) Additional "What It Is/What It Isn't" boxes help educators distinguish the subtle differences in the implementation of practices that lead to impressive learning results; (2) "Practice Guides" and "Practical Next Steps" for each of the 8 Success Factors encourage self-assessment and collaboration; and (3) Expansion of topics address current developments in education and additional examples from award-winning elementary, middle, and high schools provide new insights.

This article presents position statements, issue briefs, and resolutions and consensus statements of the National Association of School Nurses (NASN). The Position Statements include: (1) Allergy/Anaphylaxis Management in the School Setting; (2) Caseload Assignments; (3) Child Mortality in the School Setting; (4) Chronic Health Conditions, Managed by School Nurses; (5) Concussions, The Role of the School Nurse; (6) Coordinated School Health Programs; (7) Corporal Punishment in the School Setting; (8) Delegation; (9) Diabetes Management in the School Setting; (10) Education, Licensure, and Certification of School Nurses; (11) Emergency Preparedness--The Role of the School Nurse; (12) Health Care Reform; (13) Immunizations; (14) Individualized Healthcare Plans; (15) Infectious Disease Management in the School Setting; (16) Medication Administration in the School Setting; (17) Mental Health of Students; (18) Nursing Minimum Data Set for School Nursing Practice; (19) Overweight and Obesity in Youth in Schools--The Role of the School Nurse; (20) Pediculosis Management in the School Setting; (21) Pregnant and Parenting Students--The Role of the School Nurse; (22) Role of the School Nurse; (23) The Role of the School Nurse and School Based Health Centers; (24) School Health Education about Human Sexuality; (25) Sexual Orientation and Gender Identity/Expression (Sexual Minority Students): School Nurse Practice; (26) Standardized Nursing Languages; (27) State School Nurse Consultants; (28) School Nurse Supervision/Evaluation; (29) The Use of Telehealth in Schools; (30) Unlicensed Assistive Personnel--The Role of the School Nurse; and (31) The Use of Volunteers in School Health Services. Issue Briefs include: (1) School Nurse Role in Education School: Nursing Services in Alternative Education Programs; (2) The Responsibilities of the School Nurse: A School Nurse All Day, Every Day; (3) Child Maltreatment, The Role of the School Nurse; (4) Do Not Attempt Resuscitation (DNAR); (5) Drug Testing in Schools; (6) Eating Disorders; (7) Emergency Equipment and Supplies in the School Setting; (8) Environmental Health Concerns in the School Setting; (9) Government Relations and Advocacy; (10) Health Promotion and Disease Prevention; (11) School Health Records; (12) Individuals with Disabilities Education Act (IDEA), Least Restrictive Environment; (13) School Meal Programs; (14) Privacy Standards for Student Health Records; (15) Reduction in Force; (16) School Sponsored Trips, Role of the School Nurse; (17) School Violence, Role of the School Nurse in Prevention; (18) Section 504 of the Rehabilitation Act of 1973; (19) Self-Administration of Rescue Inhalers for Asthma in the School Setting; (20) Service Animals in Schools; (21) Substance Use and Abuse; (22) The Role of the School Nurse in Third Party Reimbursement; (23) Transition Planning for Students with Chronic Health Conditions; and (24) School Vision Screening. The Resolutions and Consensus Statements include: (1) Non-Patient Specific Epinephrine in the School Setting. Board Statement (January 2011); (2) The Use of Restraints or Seclusion in the School Setting; Consensus Statement (August 2009); (3) Safe School Nurse Staffing for Quality School Health Services in Schools. Joint Consensus Statement (May 2012); (4) Resolution: Access to a School Nurse (June 2003); (5) Resolution: Global School Nursing (June 2010); (6) Resolution: Overweight and Obese Children and Adolescents (February 2010); and (7) Resolution: Vending Machines and Healthy Food Choices (November 2004). Individual statements, briefs and resolutions contain references.

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 5900 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 5000 Introduction to Inquiry course or the Education 5010 Methods of Educational Research course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 5900 course is conducted through the use of an online, course management system (Blackboard), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The action research projects from, fall semester 2010, are presented below. Papers include: (1) Student Perceptions of Layered Curriculum[R] vs. Traditional Coursework on Class Grades for 11th-12th Grade Economics and Government Students (Heidi Beckham); (2) What Motivates Young Readers to Read? (Sarah Bolton); (3) Just Story Time? An Evaluation of the Effects of Reading Aloud to Secondary-aged Students (Keeton Christian); (4) Using a Behavioral Management Reward System to Decrease the Behavioral Problems in a High School Setting (Amber Collins); (5) Ready for Middle School Math? (Dorothy L. Finch); (6) Improving Vocabulary Acquisition and Grammar Comprehension in The Second Language through Five Minutes of In-class Reading Time (Veronica V. Herrera); (7) Technology and Mathematics: Classroom Companions for the Future (April J. Huddleston); (8) Perceptions of Fourth-Grade Math Students on Computer-Based Homework (Amanda I. H. Legge); (9) Do Students Retain More Information through Real Life Images or through Clip Art Cartoon Images? (Courtney Sloane Phillips); (10) The Visual Aspect of Vocabulary: Increasing Comprehension and Retention (Nicole Pinkerton); (11) Increasing Grammar Accuracy in the TPRS Classroom (Erin Segroves); (12) Effective Differentiated Instructional Strategies of Middle Grades' Mathematics Instructors (Elizabeth W. Stewart); (13) Vocational Education: Is It Meeting the Needs of the Community? (Stephen Tompkins); (14) The Effect of Daily Quizzes on Student Scores and Class Participation: A Study on High School Economic Students (Elizabeth Warren); and (15) Math-ercise...Could It Fatten Up Scores? (Wendi Worley). (Individual papers contain references, figures, and appendices.) [For "Culminating Experience Action Research Projects, Volume 16, Spring 2010," see ED518906. Abstract modified to meet ERIC guidelines.]

Teaching English became a professional and academic field from a half century ago. Many researches for teacher education and teacher training have been conducted in order to raise the English as well as the foreign language trainers' knowledge and capabilities in carrying out effective lessons in classroom. During second millennium of speedily globalized world, teaching English as a common communication tool has become even more significant than half century ago. For introducing the history, research methodologies, and teaching pedagogies of teaching English as a Second/Foreign/International Language, this book is composed as a reference for present English teachers under trend of globalization. This book can be a study, which deals with the preparations and professional developments for professional English teachers, which contains diverse ideologies for teaching pedagogies. Based on sufficient theoretical schools of Teaching English, provided by this book, you might be able to find appropriate pedagogies of teaching and methodologies of conducting researches and fieldworks in order to interpret the terminology of English Teaching according to your own personality. At the same time, you will obtain an access to comprehend the other English teachers' particular ways of teaching. Beside identifying the terms and types of Teaching English as a Second Language and as a Foreign Language, this book explains for you what are the general issues in the area of teaching English. The history of teaching English from the Ancient time to the beginning of our third millennium will be described. Traditionally, how English were originally taught and alternatively it was recommended in the present time will be mentioned in this book. After reading this book, you should be able to acquire most of the important familiarities of this academic ground and updated theoretical and empirical discoveries of English Teaching. An index is included. (Individual chapters contain references, figures, tables, and appendixes.)

This book examines key issues in theories of what language is and what happens in the mind during second language acquisition (SLA), inspiring readers to think in new and exciting ways about language learning and teaching. Chapters, written by both established and rising star scholars, provide cutting-edge insights and new empirical findings on major topics of formal and cognitive linguistics, psycholinguistics and second language development, and offer a coherent, wide-ranging, reader-friendly examination of learner-internal factors in SLA. The first section of the book focuses on issues that are pertinent to our understanding of language acquisition, particularly in relation to syntax. The second section comprises empirical chapters on syntax, the lexicon, phonetics/phonology and language production in English and other languages. These chapters refer to theories and frameworks from within SLA to enable the reader to grasp the key questions and issues that are currently relevant. The final section focuses on research relating to how second language (L2) learners make transitions from one stage of development to the next; it covers state-of-the-art psycholinguistic research concerning how L2 acquisition occurs in real time, and includes discussion of models of L2 development both in and out of the classroom. Following the Introduction by Clare Wright, Martha Young-Scholten and Thorsten Piske, this book contains three parts and 11 chapters. Part 1, Language and Mind, contains: (1)What Is Grammar? A Universal Grammar Approach (Andrew Caink); (2) Syntax and Acquisition: The Emergentist Story (William O'Grady); (3) Poverty of the Stimulus and Language Acquisition: From Ancient Philosophy to Neuroscience (Kook-Hee Gil, Heather Marsden and George Tsoulas); and (4) Language Evolution and the Nature of the Human Faculty for Language (Andrew Feeney). Part 2, Properties of Interlanguage Grammars, contains: (5) The Mystery of the Missing Inflections (Walid Kahoul, Anne Vainikka and Martha Young-Scholten); (6) The Second Language Lexicon (Vivienne Rogers, David Playfoot and James Milton); (7) Foreign Accent in a Second Language: Individual Differences in Perception (Joan Carles Mora and Elena Safronova); and (8) A Case Study of Extreme Phonetic Attrition (Esther de Leeuw, Aurela Tusha, Hui Zhao, Kyle Helke and Alice Greenfield). Part 3, Transitions in Acquisition, contains: (9) Using Psycholinguistic Techniques in a Second Language Teaching Setting (Theodoros Marinis and Ian Cunnings); (10) Research in Memory and Processing in Second Language Acquisition (Clare Wright); and (11) Processability Theory: Architecture and Application (Jörg-U. Keßler, Anke Lenzing and Anja Plesser).

New content standards integrate content and language in ways prior standards have never done. That's why it's so critically important that teachers attend to both content and language development when introducing new subject matter, especially for English learners. Here's your opportunity to get started tomorrow and every day thereafter: Alison Bailey and Margaret Heritage's all-new "Progressing Students' Language Day by Day." What's so utterly ground-breaking about this book is Bailey and Heritage's Dynamic Language Learning Progression (DLLP) process: research-based tools for obtaining much deeper insight into a student's language progress, then for identifying the most appropriate instructional steps to elevate language proficiency and content knowledge. Step by step, Bailey and Heritage describe how to: (1) Engage with students to advance their development of sophisticated, high-leverage language features for explaining content; (2) Use the DLLP approach to formative assessment, then plan your teaching in response to assessment evidence; (3) Examine words, sentences, and discourse--the three dimensions of language that are part of the DLLP process for cultivating language development; and (4) Discover how leadership support and communities of practice (CoPs) can facilitate a successful and sustainable implementation of the DLLP process. Listen more closely and uncover new ways to advance content learning with "Progressing Students' Language Day by Day" directly by your side. [Foreword by Paola Uccelli.]

Students learning math are expected to do more than just solve problems; they must also be able to demonstrate their thinking and share their ideas, both orally and in writing. As many classroom teachers have discovered, these can be challenging tasks for students. The good news is, mathematical communication can be taught and mastered. In "Teaching Students to Communicate Mathematically," Laney Sammons provides practical assistance for K-8 classroom teachers. Drawing on her vast knowledge and experience as a classroom teacher, she covers the basics of effective mathematical communication and offers specific strategies for teaching students how to speak and write about math. Sammons also presents useful suggestions for helping students incorporate correct vocabulary and appropriate representations when presenting their mathematical ideas. This must-have resource will help you help your students improve their understanding of and their skill and confidence in mathematical communication.

What are today's best methods for teaching literacy skills to students with complex support needs--including autism, intellectual disability, and multiple disabilities? This comprehensive guidebook has up-to-date, evidence-based answers for pre- and in-service educators. Developed by Copeland and Keefe, the experts behind the landmark book "Effective Literacy Instruction for Students with Moderate or Severe Disabilities," this thoroughly reimagined follow-up reflects 10 years of groundbreaking research and advances in the field. Readers will discover current recommended practices on critical topics, including how to build vocabulary, increase word recognition, enhance fluency, address cultural and linguistic diversity, and use academic standards when designing instruction. Readers will also get the guidance needed to put theory into practice: powerful lesson planning strategies, practical examples, and case studies that bring key principles of instruction to life. Whether used as a text for teachers in training or a guide for practicing educators, this book will help teachers of Grades K-12 increase access to literacy and prepare all learners for successful communication, employment, and community life. The following is new to this second edition: (1) New section on literacy as a human right for all learners (the "why" of instruction); (2) Chapters on how to design engaging learning environments; (3) Cutting-edge guidance on today's assistive technology and augmentative and alternative communication; (4) A dedicated chapter on how to use national and state standards in designing instruction; (5) Recommendations for adapting books and other materials to increase all learners' access; (6) Chapters on combining literacy and the arts to enhance student engagement; and (7) More on literacy beyond high school, including community-based learning opportunities. This book contains the following chapters: (1) Literacy for All (Susan R. Copeland, Elizabeth B. Keefe, and Ruth Luckasson); (2) Developing Language and Communication (Ann-Marie Orlando and Julia Scherba de Valenzuela); (3) Addressing Cultural and Linguistic Diversity in Language and Literacy Instruction (Julia Scherba de Valenzuela); (4) Addressing Cultural and Linguistic Diversity in Language and Literacy Instruction (Julia Scherba de Valenzuela); (5) Creating Accessible, Rich, and Engaging Literacy Environments (Jessica Apgar McCord, Ann-Marie Orlando, Elizabeth B. Keefe, and Stephanie Nieto); (6) Getting the Point: Comprehension Instruction (Susan R. Copeland, Sharon L. Head, and Heather DiLuzio); (7) A Broader Approach to Fluency (Pamela Williamson, Christina R. Carnahan, Jeongae Kang, and Turki S. Alzahraney); (8) Words, Glorious Words! (Elizabeth B. Keefe, Phyllis M. Robertson, and Karen M. Potter); (9) What's the Word? Word Recognition Instruction (Susan R. Copeland, Sharon L. Head, and Heather DiLuzio); (10) Conveying Your Message: Writing Instruction (Kristie Asaro-Saddler); (11) Organizing Effective Literacy Instruction: A Framework for Planning (Megan H. Foster, Jessica Apgar McCord, and Elizabeth B. Keefe); (12) Adapting Books and Other Literacy Genres (Laurel Lane and Andrea L. Ruppar); (13) Beyond the Common Core: Art, Music, and Creativity in Literacy Learning (Laurel Lane); (14) Literacy Beyond High School (Megan M. Griffin, Laurel Lane, Tammy Day, and Elise McMillan); and (15) Where Do We Go From Here? (Elizabeth B. Keefe, Susan R. Copeland, Ruth Luckasson, and Diane Ryndak). Supplementary materials include: (1) Myths and Facts; and (2) Case Studies. An index is included. [For "Effective Literacy Instruction for Students with Moderate or Severe Disabilities," see ED497274.]

This volume offers research-based studies on English for Specific Purposes in higher education from across the world. By drawing on international studies, the book brings together diverse ESP practices and aspects of relevant issues in the development of ESP programs, teachers and learners in a coherent fashion. There is a growing need for undergraduate students to develop their proficiency of ESP skills and knowledge in the increasingly globalized world. Knowledge of ESP is an important factor in subject matter learning by students, and also closely related to the performance of university graduates in the relevant sectors. Careful planning and efficient implementation are essential to ensure the quality of the language learning process. For a variety of reasons, it proves difficult to maintain ESP instruction in higher education. These reasons include the incompetence of teachers, lack of materials for that specific context, as well as lack of opportunities for ESP teachers to develop their skills. The chapters in this book, taken from a wide variety of countries, shed light on the diversity of current practices and issues surrounding ESP.

Essays, all in French, address issues in language teacher and translator training. They include: "Les competences linguistiques et discursives du redacteur professionel: un ensemble a circonscrire" ("Linguistic and Discourse Competencies of the Professional Editor: A Unity To Define") (Celine Beaudet); "Les composantes d'un enseignement systemique de la redaction professionnelle en milieu universitaire" ("The Components of Systematic Instruction in Professional Editing in the University Setting") (Isabelle Clerc); "Les programmes de formation en traduction: lieu d'integration de competences multiples" ("Translation Training Programs: Setting for Integration of Multiple Competencies") (Egan Valentine); "La formation des traducteurs a l'heure des NTIC" ("The Training of Translators in an Era of Technological Advancement") (Pierre Auger); "Propos sur l'enseignement de la traduction specialisee dans une perspective globale" ("Thoughts on the Teaching of Specialized Translation from a Global Perspective") (Zelie Guevel); "L'enseignement de la version medicale dans une perspective de formation professionnelle" ("Teaching Medical Translation from a Professional Training Perspective") (Louise LeBlanc); "La formation aux professions langagieres a l'aube de l'an 2000--quelques reflexions" ("Training for the Language Professions at the Dawn of the Year 2000--Some Reflections") (Dorothy Nakos); "La creation a l'oeuvre dans le processus traductif" ("Creativity in the Translation Process") (Louise Audet); "Environnement et fin du monde: une mise en scene discursive" ("Environment and the End of the World: A Discourse Scenario") (Michelle Loslier); "La revision professionnelle: differents types de revision des textes destines a la publication" ("Professional Editing: Different Types of Editing for Texts Destined for Publication") (Francine Cloutier); "Analyse des fonctions d'un traitement de texte en regard des besoins du redacteur professionnel" ("Analysis of the Functions of Word Processors with Regard to the Needs of the Professional Editor") (Eric Kavanaugh); "Le prefixe de negation dans la formation des mots: une etude de cas des unites terminologiques complexes" ("The Negative Prefix in the Formation of Words: A Study of Complex Terminological Units") (Ligia Maria Cafe de Miranda); "Les relations definitoires en terminologie" ("Definitive Relationships in Terminology") (Rene Tondji-Simen); and "Quelques aspects de la langue economique et de la langue scientifique" ("Some Aspects of the Language of Economics and of Scientific Language") (Ginette Demers). (MSE)

Now in its fourth edition, the "Handbook of Research on Teaching the English Language Arts" -- sponsored by the International Literacy Association and the National Council of Teachers of English -- remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. Reflecting important developments since the publication of the third edition in 2010, this new edition is streamlined and completely restructured around "big ideas" in the field related to theoretical and research foundations, learners in context, and new literacies. A Companion Website extends and enhances the Handbook with a wealth of additional resources. The "Handbook of Research on Teaching the English Language Arts, Fourth Edition": (1) Addresses all of the language arts within a holistic perspective (speaking/listening, language, writing, reading); (2) Is well grounded and balanced in theory and research while promoting validated practice; (3) Features authors who are known for their expertise and who represent diversity in culture, years in the profession, and geographic location; (4) Gives attention to special populations and instructional contexts; (5) Includes new media literacies; and (6) Has the authority of a research handbook while remaining practical for students in masters and doctoral classes. This book contains the following chapters: (1) Significant Literacy Research Informing English Language Arts Instruction (Richard Beach and David O'Brien); (2) Re-Positioning Race in English Language Arts Research (Arlette Ingram Willis); (3) Literacy Engagement and Motivation: Rationale, Research, Teaching and Assessment (John T. Guthrie and Allan Wigfield); (4) Reading Comprehension, Critical Understanding: Research-Based Practice (Maureen McLaughlin and Glenn DeVoogd); (5) Toward a New Appreciation of Speaking and Listening (Cheryl McLean, Mastin Prinsloo, Jennifer Rowsell, and Scott Bulfin); (6) Vocabulary Instruction:Research and Practice (Susan Watts-Taffe, Peter Fisher, and Camille Blachowicz); (7) Academic Vocabulary Instruction: Building Knowledge about the World and How Words Work (J. Kenneth Logan and Michael J. Kieffer); (8) Cultivating Students' Inner Language of Comprehending Through Classroom Conversation (Jeffrey Zwiers); (9) Word Study, Research to Practice: Spelling, Phonics, Meaning (Shane Templeton and Donald Bear); (10) Writing: Research and Practice (Steven Graham); (11) The Promise and Challenge of Language Arts Assessment in 21st Century Classrooms (Peter Afflerbach and Jennifer Turner); (12) Disciplinary Literacy (Cynthia Shanahan and Timothy Shanahan); (13) Diverse Learners in Linguistically Complex Classroom Research, Policy and Practice (Arnetha Ball and Robert Jimenez); (14) Repositioning Online Reading To A Central Location In The Language Arts (Lisa Kervin, Jessica Mantei, and Donald J. Leu); (15) Language Arts Learning in Multimodal and Multilingual Contexts (Angie Zapata, Tasha Tropp Laman, and Amy Seely Flint); (16) It is About Time for Comprehensive Language Arts Instruction (We've Tried Everything Else!) (Patricia Cunningham and James Cunningham); (17) Language Arts Instruction in Middle and High School Classrooms (Allison Skerrett and Amber Warrington); and (18) I Know I Can!: Teacher Self-efficacy in the English Language Arts Classroom (Megan Tschannen-Moran, Denise Johnson, and Bronwyn MacFarlane).

This is the new edition of the award-winning guide to social justice education. Based on the authors' extensive experience in a range of settings in the United States and Canada, the book addresses the most common stumbling blocks to understanding social justice. This comprehensive resource includes new features such as a chapter on intersectionality and classism; discussion of contemporary activism (Black Lives Matter, Occupy, and Idle No More); material on White Settler societies and colonialism; pedagogical supports related to "common social patterns" and "vocabulary to practice using"; and extensive updates throughout. Accessible to students from high school through graduate school, "Is Everyone Really Equal?" is a detailed and engaging textbook and professional development resource presenting the key concepts in social justice education. The text includes many user-friendly features, examples, and vignettes to not just define but illustrate the concepts. Features include: (1) Definition Boxes that define key terms; (2) Stop Boxes to remind readers of previously explained ideas; (3) Perspective Check Boxes to draw attention to alternative standpoints; (4) Discussion Questions and Extension Activities for using the book in a class, workshop, or study group; and (5) A Glossary of terms and guide to language use. [For the first edition, see ED525694.]

The sixth edition of this bestselling textbook has been substantially revised and updated to provide a comprehensive introduction to bilingualism and bilingual education in the 21st century. Written in a compact and clear style, the book covers all the crucial issues in bilingualism at individual, group and societal levels. Updates to the new edition include: (1) Greater attention to technological advances and global trends impacting and impacted by bilingualism; (2) New trends and issues in bilingual education, including recent research on the effectiveness of different types of bilingual education; (3) Issues in the assessment of bilinguals; (4) The latest thinking on identity and bilingualism; (5) Recent developments in brain imaging research; and (6) Discussion of the latest terms in bilingualism research including dynamic bilingualism, translanguaging, transliteracy and superdiversity, in addition to an enhanced look at multilingualism. Students and instructors will benefit from new features including: (1) A comprehensive glossary; (2) A condensed and updated bibliography; (3) Updated international examples of policy, research and practice; (4) The addition of web resources and discussion questions; and (5) Fully revised study activities and recommended reading. [For the previous edition, "Foundations of Bilingual Education and Bilingualism. Fifth Edition. Bilingual Education & Bilingualism," see ED531176.]

Essays on the teaching of translation and on specialized translation, all in French, include: "Perspectives d'optimisation de la formation du traducteur: quelques reflexions" ("Perspectives on Optimization of Training of Translation Teachers: Some Reflections") (Egan Valentine); "L'enseignement de la revision pedagogique" ("The Teaching of Pedagogic Editing") (Louise Brunette); "Internet: outil de recherche documentaire et terminologique dans la formation des langagiers" ("Internet: Documentary Research Tool in Language Training") (Aline Francoeur, Monique C. Cormier, Claude Lemontagne); "La traduction peripherique" ("Peripheral Translation") (Louis Jolicoeur); "L'Acte di'interpreter ou de traduire dans la vision bakhtinienne du texte" ("The Act of Interpreting or Translating in the Bakhtian Vision of the Text") (Aurelia Klimkiewicz); "L'opacite des terms" ("The Opacity of Terms") (Jacques Lethuillier); "Une characteristique du texte de specialite: le comportement discursif des syntagmes terminologiques" ("A Characteristic of Specialized Text: The Discursive Behavior of Terminological Syntagms") (Tanja Collet); "Combinaisons lexicales en langue de specialite: problemes et perspectives" ("Lexical Combinations in Specialized Language: Problems and Perspectives") (Isabelle Meynard); "Comparaison de deux methodes de description des verbes en vue d'applications en traduction automatique: les verbes de langue generale at les verbes specialises" ("Comparison of Two Methods of Description of Verbs in Relation to Machine Translation: General Verbs and Specialized Verbs" ) (Claudine Bodson); "Lexicometrie et lexicographie specialisee: le cas du 'Dictionnaire bilingue de la distribution'" (Lexicometry and Specialized Lexicography : the Case of the 'Bilingual Dictionary of Distribution'") (Christophe Rethore); "La constitution d'un repertoire de collocations verbales: une hierarchisation a trois niveaux" ("The Constitution of a Collection of Verbal Collocations: A Hierarchy of Three Levels") (Philippe Caignon); and "La synonymie en langue medicale" ("Synonymy in Medical Language") (Cecile Bruneau, Marina de Almeida). (MSE)

This instructor's edition of a vocabulary textbook for college students, who read at the fifth to eighth grade level, features 25 chapters and teaches 250 basic words. The first and third chapters in each unit contain word-part practices. The second and fourth chapters in each unit contain synonym-antonym practices. The book's last chapter in each unit contains an analogy practice, review, and test. Also included is an answer key, a section on dictionary use, and a word list. The student edition is identical to the instructor's edition except that answers are not provided. (CR)

Articles on communication and language disorder are presented. All but one are in French; the other is in German. They include: "Specificity of Developmental Dysphasia: Implications for Intervention" (Marc Montfort, Adoracion Juarez Sanchez); "Difficulties with Language Development and Discursive Capacity" (Genevieve de Weck); "Language Production and Communication in a Young Deaf Child" (Shirley Vinter); "Variation in Underlying Questions in Two Types of Dialogue" (Marie-Claude Rosat, Solange von Ins); "Dyslexias and Writing Difficulties: Cognitive Models for the Language Clinic" (Bernadette Pierart); "Reading Difficulties and Socio-cognitive Perspective" (Nathalie Niederberger); "Psychoanalytic Issues in Writing Problems" (Monique Frumholz)'"The Effects of Aging on Language Comprehension and Production" (Michel Hupet, Marie-Anne Schelstraete) "The Contribution of Real-Time Tests to the Study of Listening Comprehension in Aphasics: A Case Study" (Jocelyne Buttet Sovilla, Francois Grosjean); "When a Canister Is a Rabbit and a Sheep a Goat: Word Searching and Potential Disorders" (Dorothea Weniger); and "Contributions of Experimental Psycholinguistics to the Study of the Morphological Dimension of Language" (Carole Greber). Two book reviews are also included. (MSE)

Essays on lexicon and vocabulary development, all in French, address these topics: bilingual lexicon in the context of translation; lexical and conceptual representation in bilinguals; pronouns in "existential" constructions in French and English; configurational functions within grammar; Gustaf Stern's diachronic semantic schema; the semantic categories of "event" and "action"; pragmatic connectors as indices of linguistic development of 5- to 11-year-olds; vocabulary needed by entering university students; disparate lexicalization in a minority context; semantic patterns in Montreal (Canada) anglophones and francophones; "francismes" in Canadian usage; English borrowing in Cajun French; computerized context analysis of English loan words in Canadian French; bilingual code-switching in an Armenian/French contact situation; Amerindianisms in Canadian French; phonemic preservation in the adaptation of loan words; English phonemes in Quebec (Canada) French; pronunciation of English loan words in Quebec French, particularly among anglophones; phonology and morphology in French loans to Kinyarwanda; phenomena related to new technical terms before they appear in the dictionary; criteria for selection of terms for a bilingual dictionary; inventory of food-related vocabulary; adaptation of French children's dictionaries for use in Quebec; and characteristics of sociopolitical vocabulary in Quebec. Each chapter contains references. (MSE)