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AAW An acronym for anti-aircraft warfare. aback (of a sail) Filled by the wind on the opposite side to the one normally used to move the vessel forward.On a square-rigged ship, any of the square sails can be braced round to be aback, the purpose of which may be to reduce speed (such as when a ship-of-the-line is keeping station with others), to heave to, or to assist moving the ship's head ...
New to this edition are: (1) Reflection on over a decade of advances in research-based vocabulary instruction; (2) Chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners, including coverage of response to intervention (RTI); (3) Expanded discussions of content-area ...
The Puzzle Place: January 16, 1995 March 31, 2000 Plaza Sesamo: April 3, 1995 January 4, 2010 [note 24] Wishbone: October 9, 1995 August 31, 2014 [note 25] Kratts' Creatures 1 2: June 3, 1996 June 9, 2000 [note 2] Adventures from the Book of Virtues: September 2, 1996 September 26, 2005 Tots TV: October 7, 1996 September 1, 2002 Theodore ...
by a brief assessment. For each word, 12 children heard the new word repeated three times; another 12 children heard the word repeated six times; and so forth, for nine, 18, and 24 repetitions. Only 20 percent of the children who heard a new word three times remembered it; in fact, it wasn’t until after 24 repetitions.
oral language, and children learn these readily when hear-ing them in context. Tier 3 includes words that tend to be limited to specific domains (e.g., chromosome) or extremely rare (abecedarian) and are best learned within their domains. Tier 2 comprises words that are characteristic of written language (e.g., coherent, diminish, or eloquent) and
Previous studies have provided evidence of efficacy. In this study, we evaluated the effects of the program after doubling the number of words taught from 2 to 4 words per book. Method: Seventeen preschool children listened to 1 prerecorded book per week for 9 weeks. Each storybook had embedded, interactive lessons for 4 target vocabulary words.
The book is divided into the following parts: (1) Introduction; (2) Words and Word Learning; (3) Providing Rich and Varied Language Experiences; (4) Teaching Individual Words; (5) Teaching Word-Learning Strategies; (6) Promoting Word Consciousness; and (7) Classroom Portraits of Effective Vocabulary Instruction.
The purpose of this article is to provide evidence-based recommendations to guide practitioners in explicit teaching of vocabulary embedded in storybooks. In the next section, the authors review the evidence base for principles of vocabulary instruction for young children, including children with disabilities. (Contains 1 figure and 2 tables.)