Literacy Processes: Cognitive Flexibility in Learning and Teaching

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Kelly B. Cartwright
Guilford Press, 2008 - Education - 384 pages
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Reading and writing instruction require individuals--both students and teachers--to flexibly process many kinds of information, from a variety of sources. This is the first book to provide an in-depth examination of cognitive flexibility: how it develops across the lifespan; its role in specific literacy processes, such as phonemic awareness, word recognition, and comprehension; and implications for improving literacy instruction and teacher education. The contributors include leading researchers in literacy, psychology, and cognitive development, who summarize the current state of the science and offer practical suggestions for fostering cognitive flexibility in learners of all ages.

  

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Contents

Cognitive and Representational Development in Children
19
Cognitive and Representational Development in Adults
42
FLEXIBILITY IN WORDLEVEL PROCESSES
69
Developing Cognitive Flexibility in Word Reading among Beginning and Struggling Readers
90
Multiple Levels of Representations Complex Mappings Partial Similarities and
114
Contributions to Skilled Reading across the Lifespan
142
A Window on Exceptionally Complex
165
Investigating What a Complex Reading Framework Might
188
Fluent Reading and the Representation of Texts
234
FLEXIBILITY IN INSTRUCTIONAL PRACTICE
255
Keys to Negotiating Beginning Reading Materials
278
Possibilities and Challenges
300
Using Technology to Teach Flexibility through Peer Discussion
320
The Dynamics of Flexibility in Effective Literacy Teaching
342
What Can We Learn from Considering Implications of Representational Development and Flexibility
359
Index
373

Flexibility in Knowledge Acquisition
208

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About the author (2008)

Kelly B. Cartwright, PhD, received her doctorate in experimental (research) psychology, with an emphasis in cognitive development, from the University of Arkansas in 1997. Her research focuses on applications of cognitive-developmental theory and methods to other domains of development, with particular emphasis on reading and language development. She is currently Associate Professor of Psychology and Associate Provost for Academic Services at Christopher Newport University (CNU) in Virginia, where she has taught undergraduate courses in child development, cognitive development, and research methods. Dr. Cartwright has also served on the steering committee for the interdisciplinary Teacher Preparation Program at CNU, for which she designed and teaches graduate courses in reading. In addition to her university appointments, Dr. Cartwright serves on the editorial board for the Journal of Literacy Research; is a literacy consultant for public and private schools; and is a member of the Cognitive Development Society, the International Reading Association, the National Reading Conference, and the Society for Research in Child Development.

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