For baseball's millions of fans, this ultimate reference to the national pastime features a listing of more than 800 memorable people, places, dates, events, terms, records, and statistics. From the game's origins in the 1840s to the present day, The Book of Baseball Literacy presents complete details on the great sport in one lively, fascinating treasury.

For baseball's millions of fans, this ultimate reference to the national pastime features a listing of more than 800 memorable people, places, dates, events, terms, records, and statistics. From the game's origins in the 1840s to the present day, The Book of Baseball Literacy presents complete details on the great sport in one lively, fascinating treasury.

Propounding his "small ball theory" of sports literature, George Plimpton proposed that "the smaller the ball, the more formidable the literature." Of course he had the relatively small baseball in mind, because its literature is formidable--vast and varied, instructive, often wildly entertaining, and occasionally brilliant. From this bewildering array of baseball books, Ron Kaplan has chosen 501 of the best, making it easier for fans to find just the books to suit them (or to know what they're missing). From biography, history, fiction, and instruction to books about ballparks, business, and rules, anyone who loves to read about baseball will find in this book a companionable guide, far more fun than a reference work has any right to be.

A handy reference covering nearly 800 of baseball's most important yarns, stats. and stories--everything a fan needs to know.

Develop students' reading, writing, listening, speaking, and research skills by using this book's 48 reproducible one-page reading selections - high-interest baseball articles, stories, biographies, poems, and interviews - each followed by a reproducible activity page that requires fill-in-the-blank responses to questions about the passage, or by a project page with writing assignments and other ideas demanding an active response to the reading selection. Grades 5-8. Answer key. Illustrated. Good Year Books. 119 pages.

Learning to read, and to spell are two of the most important cultural skills that must be acquired by children, and for that matter, anyone learning a second language. We are not born with an innate ability to read. A reading system of mental representations that enables us to read must be formed in the brain. Learning to read in alphabetic orthographies is the acquisition of such a system, which links mental representations of visual symbols (letters) in print words, with pre-existing phonological (sound) and semantic (comprehension) cognitive systems for language. Although spelling draws on the same representational knowledge base and is usually correlated with reading, the acquisition processes involved are not quite the same. Spelling requires the sequential production of letters in words, and at beginning levels there may not be a full degree of integration of phonology with its representation by the orthography. Reading, on the other hand, requires only the recognition of a word for pronunciation. Hence, spelling is more difficult than reading, and learning to spell may necessitate more complete representations, or more conscious access to them. The learning processes that children use to acquire such cognitive systems in the brain, and whether these same processes are universal across different languages and orthographies are central theoretical questions. Most children learn to read and spell their language at the same time, thus the co-ordination of these two facets of literacy acquisition needs explication, as well as the effect of different teaching approaches on acquisition. Lack of progress in either reading and/or spelling is also a major issue of concern for parents and teachers necessitating a cross-disciplinary approach to the problem, encompassing major efforts from researchers in neuroscience, cognitive science, experimental psychology, and education. The purpose of this Research Topic is to summarize and review what has been accomplished so far, and to further explore these general issues. Contributions from different perspectives are welcomed and could include theoretical, computational, and empirical works that focus on the acquisition of literacy, including cross-orthographic research.

The social and emotional welfare of students in both K-12 and higher education settings has become increasingly important during the third decade of the 21st century, as students face a variety of social-emotional learning (SEL) challenges related to a multitude of internal and external factors. As concepts around traditional literacy education evolve and become more culturally and linguistically relevant, the connections between SEL and academic literacy opportunities warrant considerable exploration. The Handbook of Research on Supporting Social and Emotional Development Through Literacy Education develops a conceptual framework around pedagogical connections to social and emotional teaching and learning within K-12 literacy practices. This text provides a variety of research and practice protocols supporting student success through the integration of SEL and literacy across grade levels. Covering topics such as culturally relevant literacy, digital literacy, and content-area literacy, this handbook is essential for curriculum directors, education faculty, instructional facilitators, literacy professionals, practicing teachers, pre-service teachers, professional development coordinators, school counselors, teacher preparation programs, academicians, researchers, and students.