Theoretical Models and Processes of ReadingNinety-eight international academics contribute 56 articles providing an in-depth examination of the most current reading and literacy research; 70% of the pieces are new to this edition, reflecting new findings and changes since publication of the fourth edition in 1994. Coverage includes an overview of today's rapidly changing literacy world, the role of sociocognition and literacy development in reading processes, key factors influencing the acquisition and mastery of literacy development, a wide range of models representing markedly different reading and writing theories, and literacy's future potential to develop insights into reading processes, instruction, technology, and educational policy. For teacher educators, curriculum and administrative leaders, graduate students, and researchers. Annotation ©2004 Book News, Inc., Portland, OR (booknews.com). |
Contents
A Historical Perspective on Reading Research and Practice | 33 |
Literacy Policy and Policy Research That Make a Difference | 69 |
Introduction | 94 |
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Theoretical Models and Processes of Reading Robert B. Ruddell,Norman J. Unrau No preview available - 2004 |
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achievement activities adults Allington Anderson assessment basal readers Behavior bilingual Cambridge chil child classroom code switching cognitive cohesive concept context cultural decoding developmental discourse discussion dyslexia Educational Psychology Educational Research effects Ehri English Erlbaum example experience fluency grade graphemes Hillsdale important improve individual interactions International Reading Association interpretation involved Journal of Educational knowledge learners Learning Disabilities learning to read linguistic literate register materials Matthew effects meaning memory metacognitive miscues monitoring National Reading oral language participants passage patterns Perfetti performance perspective phase phonemic awareness phonics phonological awareness poor readers practice preschool problems processes programs questions reading comprehension reading disability reading groups reading instruction Reading Research Quarterly recall rimes role Ruddell schema sentence skills social specific spelling Stanovich story structure strategy task teachers teaching theory tion total recall understanding vocabulary word recognition writing York Zinnia