Exploring the Continuum of Emergent to Conventional Literacy: Transitioning Special Learners

Autor/inn/en	Justice, Laura M.; Kaderavek, Joan
Titel	Exploring the Continuum of Emergent to Conventional Literacy: Transitioning Special Learners
Quelle	In: Reading and Writing Quarterly, 20 (2004) 3, S.231-236 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
Schlagwörter	Reading Difficulties; Psychologists; Speech Language Pathology; Reading Consultants; Educational Policy; Adult Educators; Emergent Literacy; Special Needs Students; Skill Development + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Psychologist; Psychologe; Psychologin; Politics of education; Bildungspolitik; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Frühleseunterricht; Sonderpädagogischer Förderbedarf; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	There is currently an intense focus across our nation on reading and literacy, particularly an increased focus on preventing reading difficulties. This attention comes from diverse constituencies, including policy-makers, researchers, parents, specialists of all varieties (e.g., speech-language pathologists, reading specialists, psychologists), and teachers, including early childhood, general, special, and adult educators. This document analyses the emergence of the present widespread interest in reading and literacy across several contexts, with educational policy having perhaps the greatest influence on current levels of national attention. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10