Sally A Hague
Biographic Data
| ID | 5435216 |
|---|---|
| NAME | Sally A Hague |
| GIVEN NAMES | Sally A |
| FAMILY NAME | Hague |
| SIGNATURE | HAGUE S A |
| AFFILIATIONS | Duval County (Florida) Public Schools |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 1997 |
| H-INDEX | 1 |
Powerful Learning
The goal of the Accelerated Schools Project is to provide powerful learningexperiences for all children. Because teachers are sometimes reluctant to embracenew practices, this study investigated the effects of a yearlong project designed tobring powerful learning to the forefront in two urban accelerated schools. Theinterventions were Powerful Learning Partners, Powerful Learning Seminars,and a teacher-constructed checklist. Outcome measures were…
Vocabulary Instruction
To read, a reader must know words. To read better, a reader must learn more words. Although this relationship appears axiomatic, the acquisition of full conceptual knowledge of words is a deceptively complex process. This article summarizes five theories that have been set forth to explain the relationship between word knowledge and comprehension of text in L1. In addition, an overview of recent research that has demonstrated this relationship is…
Learning to Read and Reading to Learn
Preparing students to take the Advanced Placement Spanish Language Examination involves dividing instructional time into listening, speaking, reading, and writing activities representing the four skill areas comprising the test. As students repeatedly commented that the reading comprehension section was the most challenging and difficult of the four subtests, it was evident that my approach to reading comprehension, rather than adding instruction…
Vocabulary Instruction
To read, a reader must know words. To read better, a reader must learn more words. Although this relationship appears axiomatic, the acquisition of full conceptual knowledge of words is a deceptively complex process. This article summarizes five theories that have been set forth to explain the relationship between word knowledge and comprehension of text in L1. In addition, an overview of recent research that has demonstrated this relationship is…
Learning to Read and Reading to Learn
Preparing students to take the Advanced Placement Spanish Language Examination involves dividing instructional time into listening, speaking, reading, and writing activities representing the four skill areas comprising the test. As students repeatedly commented that the reading comprehension section was the most challenging and difficult of the four subtests, it was evident that my approach to reading comprehension, rather than adding instruction…
Vocabulary Instruction
To read, a reader must know words. To read better, a reader must learn more words. Although this relationship appears axiomatic, the acquisition of full conceptual knowledge of words is a deceptively complex process. This article summarizes five theories that have been set forth to explain the relationship between word knowledge and comprehension of text in L1. In addition, an overview of recent research that has demonstrated this relationship is…
Powerful Learning
The goal of the Accelerated Schools Project is to provide powerful learningexperiences for all children. Because teachers are sometimes reluctant to embracenew practices, this study investigated the effects of a yearlong project designed tobring powerful learning to the forefront in two urban accelerated schools. Theinterventions were Powerful Learning Partners, Powerful Learning Seminars,and a teacher-constructed checklist. Outcome measures were…
Psychology (3 works) · Cognitive psychology (2 works) · Computer Science (2 works) · Linguistics (2 works) · Axiom (1 works) · Bridging (networking) (1 works) · Checklist (1 works) · Cognitive science (1 works) · Comprehension (1 works) · Education Systems and Policy (1 works)