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  • All fields: 2001
(502 results)



Display: 20

    • Page 13

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    • 7 assessment is to provide educators with a total proficiency score for use in their schools, districts, and state, as mandated by the No Child Left Behind Act of 2001. Students will be assessed in the four language acquisition modalities of...
    • Page 14

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    • 8 Chapter 2 Literature Review When children enter school, they bring an array of experiences and background knowledge to the classroom as they try to understand their new world of learning in the academic world away from home. In terms of literacy,...
    • Page 15

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    • 9 community and family settings are valued in the development of literacy among students who are not identified with the dominant culture. Factors such as language, culture, ethnicity, and socio-economic status explain patterns of student...
    • Page 16

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    • 10 deprived of learning because of their social isolation and lack of interaction, which affected their overall cognitive functioning. As a result, Vygotsky set out to transform education in Russia by creating new pedagogical styles that would...
    • Page 64

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    • 58 References Borba, M. (2009). Caring closes the language-learning gap. Phi Delta Kappan, 681-685. Cheng, L.R.L. (1996). Enhancing communication: Toward optimal language learning for limited English proficient students. Language, Speech, and...
    • Page 10

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    • STRAIGHT IS THE GATE 11 Doctrine and Covenants in section 132, The Lord explained that the principle of plural marriage, as part of a “new and everlasting covenant” was an essential principle of salvation. As such, it was imperative for Joseph...
    • Page 106

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    • STRAIGHT IS THE GATE 107 The Church of Jesus Christ of Latter-day Saints. (2001). Doctrine and covenants student manual (2nd ed.). Salt Lake City, UT: Church Educational System. Utah/Arizona Attorney General's Offices. (2009). The primer: A...
    • Page 31

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    • 31 5 REFERENCES Applied Biosystems (2006). Quantifiler Human DNA Quantification Kit User’s Manual. Applied Biosystems Foster City, California. Chapters 1-6. Ayaly-Torres S , Chen Y, Svoboda T, Rosenblatt J and Van Houten B. Analysis of Gene...
    • Page 33

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    • 33 Roux C, Gill K,Sutton J, Lennard C. A further study to investigate the effect of fingerprint enhancement techniques on the DNA analysis of bloodstains. Journal of Forensic Identification 1999;49(4):357-376. Saviers, K. D. Latent Print Powders....
    • Page 20

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    • 14 in an environment that is nurturing and supports student success (Vaughn & Fuchs, 2003). The National Research Council reiterates this thought when they write, “the nature and quality of classroom literacy instruction are a pivotal force in...
    • Page 69

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    • 63 Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16(4), 203–212. Fuchs, D., & Fuchs, L. S., (2006). Introduction...
    • Page 70

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    • 64 Lipson, M. Y., Chomsky-Higgins, P., & Kanfer, J. (2011). Diagnosis: The missing ingredient in RTI assessment. The Reading Teacher 65(3), 204-208. Lyon, G. R. (1998). Why reading is not a natural process. Educational Leadership, 55(6),...
    • Page 14

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    • SOCIAL THINKING INTERVENTIONS 13 Klinger, Palardy, Gilmore and Bodin, 2003, p. 687; Bellini, Peters, Benner, and Hopf, 2007; White, Keonig, Scahill, 2006). A second early strategy for addressing social skills deficits was simply to include students...
    • Page 19

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    • SOCIAL THINKING INTERVENTIONS to demonstrate the skill, but he or she does not demonstrate fluency at it yet. These deficits were remediated by providing multiple opportunities for practice of the targeted skill in non-threatening situations. When...
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    • SOCIAL THINKING INTERVENTIONS 19 outcomes, from “ineffective” to “highly effective”. Based on their research, Gresham et al. (2001) provided a number of recommendations in designing an effective social skills intervention, including agreement with...
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    • SOCIAL THINKING INTERVENTIONS programs. Lane et. al. defined organizing intervention groups as the third step in the process. Groups could be organized by class designation, skill deficit targeted, demographics, or even randomly. Training...
    • Page 53

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    • SOCIAL THINKING INTERVENTIONS Crooke, P., Hendrix, R., & Rachman, J. (2008). Brief report: measuring the effectiveness of teaching social thinking to children with asperger syndrome (AS) and high functioning autism (HFA). Journal of Autism &...

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