Goldsentences And Miraclewords

This book is a practical parenting-adviser to make the everyday-life with children easier and more relaxed. Described are situations, issues and themes from A to Z. Anahita Huber refers to the integrative method of Mària Kenessey where scolding, punishing or rewarding are not necessary any more. The adults give clear limits and natural, friendly consequences. After having discovered and dumped the old, mostly destructive language of parenting which includes demanding, threatening and humiliating the child, we can use the precious and useful goldsentences and miraclewords that the main part of the book consists of. The integrative pedagogy is explained shortly and in simple, understandable language. This is a pocket-book to take on the road and consult on any parenting occasion.

StoryTime Effective Practice (STEP), developed by the authors, is an approach that articulates the link between child development theory and storytimes. This important resource shows how presenters can use STEP to craft a storytime that is effective for mixed-age groups and adheres to best practices.

Stories motivate children to listen and learn, and help them to become aware of the sound and feel of English, and to understand language points, while enjoyiong the story. This resource book has a selection of ready-to-tell stories, although the activities can be used with any story.

This special issue spans the domain of inquiry concerning the acquisition of wh-questions. Wh-questions have become a central interest for theorists of language acquisition because they exemplify some of the most significant principles of grammar. Most important, they involve movement rules; hence, their acquisition introduces issues such as: * When are long-distance rules acquired? * When are barriers to movement operative? * How do empty categories emerge? As these articles demonstrate, questions can provide a window into phrase structure as well as the principles of children's grammar. In the past several years, the growing body of research on questions has multiplied the perspectives, the range of constructions studied, and the cross-linguistic evidence about Universal Grammar and child language. In this new work, acquisition theorists have moved beyond trying to verify the claims of linguistic theory with respect to child grammars. The contributors share the perspective that one can take seriously the evidence from acquisition to suggest modifications in liguistic theory, or to help in deciding among competing accounts in adult grammar based on intuitions. Representing the leading edge of contemporary work in this domain, the articles range widely in topic, methodology, and theoretical commitments.

This book provides an overview of current research on the development of reading skills as well as practices to assist educational professionals with assessment, prevention, and intervention for students with reading difficulties. The book reviews the Componential Model of Reading (CMR) and provides assessment techniques, instructional recommendations, and application models. It pinpoints specific cognitive, psychological, and environmental deficits contributing to low reading skills, so educators can accurately identify student problems and design and implement appropriate interventions. Chapters offer methods for assessing problems in decoding, word and sound recognition, and comprehension. In addition, chapters emphasize the recognition of student individuality as readers and learners, from understanding distinctions between difficulties and disabilities to the effects of first-language orthography on second-language learning. Topics featured in this book include: Learning the structure of language at the word level. Reading comprehension and reading comprehension difficulties Assessing reading in second language learners. Effective prevention and intervention for word-level reading difficulties. The neurobiological nature of developmental dyslexia. Reading Development and Difficulties is a must-have resource for researchers, practitioners, and graduate students in varied fields, including child and school psychology; assessment, testing, and evaluation; social work; and special education. "I think the book has the potential to be a game changer. It will certainly challenge the expectations of policy makers, not to mention the teachers of beginning readers. These chapters will enhance the knowledge base of those in our schools who are charged with the lofty task of assuring that children have the best possible opportunities to acquire the skill of reading." Sir Jim Rose Chair and author of Independent Review of the Teaching of Early Reading: Final Report(2006).

On a simple trip to the park, the joy of music overtakes a mother and daughter. The little girl hears a rhythm coming from the world around her- from butterflies, to street performers, to ice cream sellers everything is musical! She sniffs, snaps, and shakes her way into the heart of the beat, finally busting out in an impromptu dance, which all the kids join in on! Award-winning illustrator Frank Morrison and Connie Schofield-Morrison, capture the beat of the street, to create a rollicking read that will get any kid in the mood to boogie.

Little Monkey is having a bad day. After a major melt down, he goes to his room and uses some coping techniques to calm down.