Book Description:
This book presents a methodology for introducing an interactive system in classrooms that makes it possible to save considerably in production costs. It also examines the use of feedback as an intervention for the improvement of both teacher proficiency and student achievement. Research has shown that a scientific breakthrough has been achieved in biological knowledge that can raise society to a new level of development. What this means to science educators is presented. Other chapters analyze the shortcomings of lecture in teaching physics and explores the benefits of using wireless pen-based computing knowledge and the interdependence of science and reading.This book explains the effect of preschool teachers reading to children on language development. The importance of free symbolic play is also explained. Furthermore, dyslexia is a multifaceted impairment. The book emphasizes the importance of noting the differences in the definition of dyslexia when evaluating research. A review of the problems associated with construct and criterion-related validities of developmental dyslexia and issues associated with measurement are explored as well.

Table of Contents:
Preface

Quality Metrics for Multimedia Reading: Assessment, Comprehension and Teaching pp. 1-43
(Francisco V. Cipolla-Ficarra, Asociacion International de la Comunicacion Interactiva, Bergamo, Italy)

Assessing the Importance of Feedback to Teacher and Student Improvement in an Innovative Caribbean Reading Project pp. 45-66
(Stafford A. Griffith, Inst. of Education, Univ. of the West Indies, Mona Campus, Jamaica)

Biological Literacy as an imperative of Present Time pp. 67-95
(L.V. Pivovarova, T.G. Korzhenevskaya, Biological Faculty, Moscow State Univ., Russia)

Redying Shortcomings of Lecture-Based Physics Instruction Through Pen-Based, Wireless Computing and DyKnow Software pp, 97-130
(Zdeslav Hrepic, Fort Hays State Univ., Sanjay Rebello, Dean A. Zollman, Kansas State Univ.)

Early Literacy Development: The Role of Stroytelling, Joint Reading, and Symbolic Play pp. 131-157
(Ljubica Marjanovic Umek, Urska Fekonja Peklaj,Univ. of Liubliana, Faculty of Arts, Dept. of Psychology, Liubliana, Slovenia)

Challenges in Dyslexia Research pp. 159-182
(Turid Helland, Dept. of Biological and Medical Psychology, Univ. of Bergen, Norway)

Developmental Dyslexia: A Conceptual and Measurement Quandary pp. 183-218
(Sue Cotton, ORYGEN Research Centre, Dept. of Psychiatry, Univ. of Melbourne, Parkville, Australia, Sheila Crewther, School of Psychological Science, La Trobe Univ., Bundoora, Australia)

Teaching Cantonese Opera Script: Story Schema Approach pp. 219-234
(Dorothy F.P. Ng, Joseph W.I. Lam, Faculty of Education, the Univ. of Hong Kong)

Short Communication

The Importance of Effective Reading Strategies for Science Teachers and Learners pp. 235-242
(William Straits, Dept. of Science Education, California State Univ. Long Beach, Long Beach, CA)

Index