Sentences with phrase «developed social reading»

So far, it's the most fully developed social reading interface to come from an e-reader.

While several platforms have developed social reading capabilities at the request of users, BookPulse lets the entire interaction take place between readers on both Facebook and in between the pages of the book.

Not exact matches

His time spent watching television is time not spent doing something else, such as developing motor skills through play, or social skills through being with other kids, or conceptual and creative skills through hobbies, or developing imagination and logical abilities through reading.

«Look for (schools) that teach beginning reading and writing skills, math and science concepts, offer opportunities to develop large and small muscles, and guide social and emotional development.»

Our program is designed to promote independence and self esteem; develop social skills; ignite a love for learning; enrich language (reading) and pre-math skills; and enhance fine and gross motor skills.

To address this, the research funded by the Economic and Social Research Council (ESRC), led by Professor Charles Alderson at Lancaster University, set out to identify the factors that determine how this skill develops in a number of different languages and what factors in people's first language influence progress in reading.

She said the implications of the research are that people need more face - to - face interaction, and that even when people use digital media for social interaction, they're spending less time developing social skills and learning to read nonverbal cues.

«If thousands upon thousands of children are not learning to read, write, speak and compute, it is not because of overcrowded classrooms, the effects of poverty and social conditions, poorly developed educational programs and materials and inadequately trained teachers.

Vasalgel is being developed by a social... Read more

Join Spice South West & South Wales today and take advantage of our fantastic social groups, social events, activity groups and activity events in South Wales and the... Despite a developing snow storm, the dual meet was wrestled in front of 15,996 fans, setting a new NCAA all - time dual... Refinery29 asks DC's best Read More...

There is an undercurrent of the difficult housing and job market of its era, playing on fears of couples being driven from their homes, but this tidbit is never really developed sufficiently that one could easily read social commentary into the film beyond just this notion.

Jonathan Cohen affirms that an effective emotional and social education develops the ability for the resolution of conflicts «and implies the learning of abilities, knowledge and values that increase our capacity «to read» in ourselves and in the others with the purpose of using that information to solve problems with flexibility and creativity».

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

He then explained how he drew on his understanding of readings from social ecologists, professors of intercultural communication, and John Stuart Mill to develop his own criticism of Foucault's thoughts on power, knowledge, and discourse.

As students develop dual - language proficiency around third grade, they also receive reading, writing, and social studies instruction in their second language.

Read the article 5 Steps To Use LinkedIn For Social Learning to learn about the many applications of LinkedIn for social learning that will help you to develop a winning social learning strategy for your eLearning courses, deliverables, or training eSocial Learning to learn about the many applications of LinkedIn for social learning that will help you to develop a winning social learning strategy for your eLearning courses, deliverables, or training esocial learning that will help you to develop a winning social learning strategy for your eLearning courses, deliverables, or training esocial learning strategy for your eLearning courses, deliverables, or training events.

They include Emily Callahan and Amber Jackson, who are using their skills and intellect to turn oil rigs into coral reefs; Nate Parker, the activist filmmaker, writer, humanitarian and director of The Birth of a Nation; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

; Scott Harrison, the founder of Charity Water, whose projects are delivering clean water to over 6 million people; Anthony D. Romero, the executive director of the ACLU, who has dedicated his life to protecting the liberties of Americans; Louise Psihoyos, the award - winning filmmaker and executive director of the Oceanic Preservation Society; Jennifer Jacquet, an environmental social scientist who focuses on large - scale cooperation dilemmas and is the author of «Is Shame Necessary»; Brent Stapelkamp, whose work promotes ways to mitigate the conflict between lions and livestock owners and who is the last researcher to have tracked famed Cecil the Lion; Fabio Zaffagnini, creator of Rockin» 1000, co-founder of Trail Me Up, and an expert in crowd funding and social innovation; Alan Eustace, who worked with the StratEx team responsible for the highest exit altitude skydive; Renaud Laplanche, founder and CEO of the Lending Club — the world's largest online credit marketplace working to make loans more affordable and returns more solid; the Suskind Family, who developed the «affinity therapy» that's showing broad success in addressing the core social communication deficits of autism; Jenna Arnold and Greg Segal, whose goal is to flip supply and demand for organ transplants and build the country's first central organ donor registry, creating more culturally relevant ways for people to share their donor wishes; Adam Foss, founder of SCDAO, a reading project designed to bridge the achievement gap of area elementary school students, Hilde Kate Lysiak (age 9) and sister Isabel Rose (age 12), Publishers of the Orange Street News that has received widespread acclaim for its reporting, and Max Kenner, the man responsible for the Bard Prison Initiative which enrolls incarcerated individuals in academic programs culminating ultimately in college degrees.

With this book, you and your staff will learn: approaches to help poor readers develop good reading habits; ways to increase student interest in reading for pleasure; how to effectively incorporate reading into subject areas such as social studies, science, and math; examples of what works according to school personnel in regard to reading instruction; and how to motivate students to become engaged readers.

A must - read for teachers as they work to support their students develop strong social emotional learning skills.»

A + Educators has identified focus standards in the core content areas of mathematics, reading, writing, science and social studies, and has developed meaningful student projects utilizing Web 2.0 tools that include engaging qualities of student work and assessment of and for learning.

As part of an Institute of Education Sciences (IES)- funded research project, our team (in collaboration with current middle school educators) is developing a professional development (PD) model specifically for middle schools to help them implement research - based reading practices in content areas, including English / language arts, science, and social studies.

Try these tips with the following Merit programs: Developing Critical Thinking Skills for Upper Grades, Accu - Reading, Science Reading for College Prep, and Social Studies Reading for College Prep

Abstract In this article, I consider social class and reading performance, outline a non-categorical approach to reading disability, describe the reading intervention program we have developed for older low - progress readers, and seek to demonstrate how students from socially disadvantaged backgrounds can, and do, make substantial progress when offered effective reading instruction based on the available scientific research evidence.

The literacy tasks are developed to align with the Common Core English Language Arts Standards and are meant to promote high - quality student assignments that develop reading, writing, and thinking skills in the context of learning science, history, English, social studies, and other subjects.

Constructed responses are meant to promote high - quality student assignments that develop reading, writing, and thinking skills in the context of learning science, history, English, social studies, and other subjects.

The tasks are developed to align with the Common Core English Language Arts Standards and are meant to promote high - quality student assignments that develop reading, writing, and thinking skills in the context of learning science, history, English, social studies, and other subjects.

She indicated that the most important reason for teaching social studies is to have her students develop skills in language arts and reading, as reading is important in all subject areas.

For example, after reading Chapter 6, «The Social Cost of Leadership Churn: The Case of an Urban School District,» I wondered about the school district's role in supporting teachers in developing collaborative relationships with their peers in other schools and with central office leaders.

The English language arts standards for grades 6 to 12 feature separate sections for using history / social studies and science topics and materials to develop reading comprehension and writing skills.

Our Reading Buddies program offers students the opportunity to develop social - emotional skills and collaborate with peers on reading, writing, and project - based learning activities, which are connected to our SEL vision andReading Buddies program offers students the opportunity to develop social - emotional skills and collaborate with peers on reading, writing, and project - based learning activities, which are connected to our SEL vision andreading, writing, and project - based learning activities, which are connected to our SEL vision and goals.

Students build capacity to read, think, talk, and write about complex texts — while developing key social - emotional learning skills.

Reading stories written by fabulous children's authors, singing... All the basic needs for preschool and kindergarten are met in an interesting and captivating way with literature, music, poems and finger plays: physical, cognitive, social, and emotional... There are countless rich stories, poems and songs to develop cognitive skills... Leave it to the fairy tales... to teach social skills - living and working together, dramatizing, interacting with building and playing.

She has developed and published thematic curriculum units on «Young Children Learning About Ancient China Through Archeology, Ancient Nubia and Egypt», and «Learning to Read Nature's Book,» an interdisciplinary project - based unit through the study of the environment and social justice (2005, co-authored with Bisse Bowman).

This study was funded by the Children's Foundation and involved measuring the relationship between brain processing of speech sounds, nonverbal emotion recognition, and other social - emotional comprehension skills in both typically - developing children and children with a range of clinical diagnoses (e.g., ASD, ADHD, reading disorders, language disorders) who are in grades K - 3.

The organization has developed an educational program that integrates character development with reading, math, science and social studies.

An 18 - week, cluster - randomized study was conducted to estimate effects measured by normative - referenced reading comprehension and vocabulary measures and researcher - and district - developed measures of social studies vocabulary and content.

Lisa Guernsey explains why efforts to improve early - literacy outcomes must not focus narrowly on teaching reading but must also leave room for play that develops children's critical social — emotional and self - regulatory skills.

The strategies are intended for use before, during, and after social studies text reading, illustrating how to develop and relate vocabulary knowledge to social studies concepts and content.

With different activities focusing on literacy, reading, physical activity and developing social skills, a group of the K - 6 school's students got to keep the summer slide at bay in exciting ways.

For example, state agencies can research and develop free online resource banks of culturally relevant reading materials, data, posters, and ideas for activities in English, math, social studies, science, and the arts.

Education is full of priorities: getting kids ready for kindergarten, getting children reading on grade level, developing students» STEM skills, building social - emotional skills, addressing nature deficit disorder (children spending too little time outdoors), developing thoughtful citizens, training future workers to compete in a global marketplace, and so on and so forth.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?

I think it's fascinating to read however overall changes in things like social media have also developed the way interactions are conducted with customers!

In the last few years they have developed a system called Freetime, which automatically blocks access to the Silk Browser and Kindle content stores, disables location - based services, in - app purchases, or social features, and requires... [Read more...]

So it's a matter of using that social media tool to engage those fans and followers, having them engage other people, bring them back to your website, get that email address, make them want to read anything that you write, make them want to listen to you... You have to develop that — it's all about building that fan base.»

Scribd has also developed new social features when you are logged into Facebook, you will see personalized reading recommendations based on what your friends are sharing and on your Facebook likes and interests.

Social communities like GoodReads allow people to share their reading lists with each other, comment on books they want to read and develop a public board with all the books they have read or are in the process of reading.

Copia demonstrated its social reading platform and rolled out its college textbook interactivity, BookTracks offered samples of its fully integrated audio enhancements, and a variety of companies like start - ups BiblioCrunch and Robot Media demonstrated tools that authors and readers can use to develop their own ebooks and app books.

Reco allows you to develop your own book lists for titles you are currently reading and want to read and then share it via social media.