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  • All fields: language
(328 results)



Display: 20

    • Page 14

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    • 1 1 the newspaper ran the letters exactly as they had been written. It didn't take long to figure out why. For starters, the 25 students spelled "vandal" in nearly as many ways. "Dear Vandales" went one letter, "I really think that you were tuped...
    • Page 22

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    • 1 9 b) Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c) Link ideas within categories of information using words and phrases (e.g., another, for example, also,...
    • Page 5

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    • 1 Chapter 1 Introduction- Nature of the Problem Every year students enter kindergarten with varying ability levels and with an array of educational backgrounds. While several students have attended a preschool or received some form of...
    • Page 23

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    • 10 Chapter 1 The Internet and the Web As previously mentioned, HTML was developed in the early 1990s by Tim Berners-Lee who was an independent contractor at CERN. The original intent of HTML was to provide a means where-by scientific information...
    • 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 15

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    • 10 for poor school outcomes, not only because of language issues, but also because of socioeconomic issues (Goldenberg, 2008). Most Hispanic Americans are characterized as having low levels of educational success and high rates of poverty, and this...
    • Page 115

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    • 102 Chapter 6 Animation with Photoshop Conclusion We have seen how Photoshop can be used to cre-ate simple animated images. Now it is up to you to explore the possibilities further. Animations should be used on a web page to create interest or...
    • Page 119

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    • 106 Chapter 7 HTML Introduction Now that all the preliminary items have been covered, it is time to begin the implemen-tation of a web page using HTML, XHTML and Style Sheets. We will assume that you are publishing your web content using the SUU...
    • Page 18

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    • 11 engaging if they include names of students in the class. Students often benefit from creating problems for each other (Wadlington and Wadlington, 2008). Writing stories and listening to books are not the only ways an individual...
    • Page 15

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    • 11 Implications of Being a Reluctant Reader When a student is a reluctant reader in elementary school, they miss out on the benefits of the natural flow of reading progression. According to Louisa Moats (2009), “At second and third grade,...
    • Page 17

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    • 11 in their first language (L1); however, this is not always the case. Cooter (2006) describes the American Idol star, Fantasia Barrino, who recently wrote a memoir entitled Life Is Not a Fairy Tale (2005) that tells of her experiences as an...
    • Page 126

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    • 119 1 very litlle like me 2 a litHe like me 3 somewhat like me 4/ikeme 5 a lot li/(e me 23.__I like to setup little 'what if" experiments (fur example ·What lNOuld happen if I put a grasshopper in a jar with a spider?"). 24. I enjoy dong jigsaw...
    • Page 17

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    • 12 families who would like to send their children to preschool, the cost for private preschools is often prohibitive, and there is not sufficient state or federal funding for government preschools. Given the current educational status of Hispanic...
    • Page 16

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    • 12 opportunities. Compared to motivated classmates, reluctant readers surrender into the spiraling world of low exposure to text. The implications are grave. This lack of exposure to text and the lack of fruitful reading practice on the part of...
    • Page 18

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    • 13 oral language, and potentially positive effects for early reading, writing, and knowledge of print (Institute of Education Sciences, 2006). Ideally, intervention would come for low SES Hispanic ELLs when they are very young, but this is...
    • Page 17

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    • 14 (1996) conducted a study to determine if a text was too easy, appropriate, or too difficult for the 38 participants involved. Their criterion was based on percentages of scores: under 40% meant that the text was too difficult; 40% to 60% meant...

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