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Roberts, Lynn (Lynn M.)

Overview
Works: 9 works in 39 publications in 2 languages and 2,127 library holdings
Genres: Juvenile works  Fiction  Pictorial works  Fairy tales  Humorous fiction  Picture books 
Roles: Author
Classifications: PZ8.R52, E
Publication Timeline
Key
Publications about Lynn Roberts
Publications by Lynn Roberts
Most widely held works by Lynn Roberts
Little Red : a fizzingly good yarn by Lynn Roberts( Book )
7 editions published between 2005 and 2011 in English and held by 887 libraries worldwide
In this version of the Grimm fairy tale, Thomas--who is called Little Red--discovers a wolf in disguise at his grandmother's house and ingeniously uses ginger ale to save the day
Rapunzel : a groovy fairy tale by Lynn Roberts( Book )
9 editions published between 2003 and 2011 in English and held by 741 libraries worldwide
In this updated version of the Grimm fairy tale, Rapunzel has flaming red hair and is kept imprisoned by her Aunt Esme, a heartless school cafeteria worker, in a tenement apartment with a broken elevator
Cinderella : an Art Deco love story by Lynn Roberts( Book )
15 editions published between 2001 and 2016 in English and Spanish and held by 490 libraries worldwide
A retelling, set in the Art Deco period of the 1930s, of the familiar story of a girl who is mistreated by her stepmother and stepsisters, but still manages to meet her prince with the help of a fairy godmother
Little Red : the exciting story of a boy, a wolf, and a keg of fizzy ginger beer by Lynn Roberts( Book )
1 edition published in 2005 in English and held by 3 libraries worldwide
In this version of the Grimm fairy tale, Thomas--who is called Little Red--discovers a wolf in disguise at his grandmother's house and ingeniously uses ginger ale to save the day
Facilitated communication : investigating validity using a multiple choice game by Lynn Roberts( Book )
3 editions published in 1996 in English and held by 2 libraries worldwide
Facilitated communication (FC) is described as a means for communication-impaired persons to access alternative communication systems. Through the provision of physical and emotional support, communication-impaired individuals are reportedly able to spell through pointing at letters, and make choices given objects, pictures, or words (Biklen, 1990; Crossley, 1992). Qualitative and case studies have documented dramatic communication breakthroughs by persons using FC. Few experimental studies have found evidence that these typed messages actually originate in the student. In many cases the messages appear to be generated by the facilitator. The current study addressed the issue of authorship through a multiple choice game. Seven preschool-aged students who use FC, each paired with his or her usual facilitator, engaged in a game similar to 'password.' The students were shown a picture, a printed word or a phrase, depending on their skill level, and asked to relate that information through FC by selecting the corresponding picture from a choice of five. In half of the 20 trials, facilitators were shown the same information (non-blind) while in the other half, facilitators were given no information (blind). In blind trials, one of the seven students correctly identified stimuli at a level greater than chance. In non-blind trials, five of the seven performed at a level greater than chance. The difference between conditions is statistically significant and suggests facilitator influence. These data should be considered valid as only sessions rated as 'representative' by facilitators were included in the analyses. Verbal and non-verbal interactions between facilitators and students were systematically recorded through videotape analysis. There were differences found when comparing the successful student/facilitator pair to their peers: The successful student received more smiles from his facilitator and also received more comments affirming his ability. All student/facilitator pairs were included in a descriptive analysis of behavioral trends presented by condition. Two trends emerged: Facilitators tended to make more statements prompting students to perform specific motor behaviors needed for the task (e.g., 'point your finger, ' 'touch the picture') in the non-blind trials; while facilitators tended to use more physical redirection with students during blind trials
Social and cognitive play patterns in preschool children with minimal special needs : segregated, reverse mainstreamed, and mainstreamed classrooms by Lynn Roberts( Archival Material )
1 edition published in 1991 in English and held by 1 library worldwide
"Submitted in partial fulfillment of the requirements for the Master's degree in School Psychology in the Graduate School of Syracuse Univeristy [sic]."
A simple choice by Lynn Roberts( Book )
1 edition published in 2002 in English and held by 1 library worldwide
Sexual differences in ontogeny of social behavior and maternal investment in feral horse foals (Equus caballus) by Lynn Roberts( Archival Material )
1 edition published in 1988 in English and held by 1 library worldwide
Sources of informational support for family members of clients with multiple sclerosis by Lynn Roberts( Archival Material )
1 edition published in 2000 in English and held by 1 library worldwide
 
Alternative Names
Roberts, Lynn M.
Languages
English (35)
Spanish (4)
Covers
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