Theoretical models and processes of reading
International Reading Association, 1994 - Education - 1275 pages
Here are the texts of the experts, rich with questions for researchers & an important resource for professors & their students. They tell us where the reading field has been, is now & might be going. The earlier editions of Theoretical Models & Processes of Reading are known to many of us & readers of this edition will be eager to see what is new & to ponder the criteria for selection of what is old. The collection testifies to the existence of diverse approaches to reading, encourages productive discussion & expands the knowledge base from which we all work. The editors balance new ideas with classic articles that remind us not to reinvent the wheel through ignorance of ideas that have stood the test of time & they present this comprehensive & diverse material in an open & nondirective format. I find it hard to set aside my usual role of integrating the best of what I read into a new synthesis, but following the lead of the excellent editors, I will resist the temptation to predict new directions. It is for each reader to discover these for him - or herself - one of the rewards of being a reader.
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ability acquisition activities adult analysis Anderson asked behavior child classroom cognitive Cognitive Psychology complex concept construction context cues developmental discourse discussion Educational Psychology English Erlbaum example experience function Goodman grade Hillsdale important instruction interac interactions International Reading Association interpretation intertextual Journal knowledge language acquisition language development learners learning to read letters linguistic literacy literature logographic meaning memory metacognitive miscues National Reading Conference Nigel oral language passage patterns percent perspective phonemic phonological Portsmouth predict preschool print awareness protolanguage psycholinguistic Psychology questions readers reading and writing reading comprehension Reading Research Quarterly recall relationship response role Ruddell schema theory schemata script semantic sentence skills social sociolinguists spelling Spiro stance story storybook strategies structure suggests Sulzby task teachers teaching tion understanding verbal Verbal Behavior vocabulary Vygotsky White Plains word recognition written language York Zinnia