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Handbook of Reading Research, Volume III de Michael L. Kamil

Handbook of Reading Research, Volume III

Editat de Michael L. Kamil, Peter B. Mosenthal, P. David Pearson, Rebecca Barr
en Limba Engleză Paperback – mar 2000
In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.
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Specificații

ISBN-13: 9780805823998
ISBN-10: 0805823999
Pagini: 1024
Dimensiuni: 178 x 254 x 52 mm
Greutate: 1.89 kg
Ediția:New.
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom

Public țintă

Professional

Cuprins

Contents: Preface. Part I: Literacy Research Around the World. I.A.G. Wilkinson, P. Freebody, J. Elkins, Reading Research in Australia and Aotearoa/New Zealand. C. Harrison, Reading Research in the United Kingdom. K.S. Meredith, J.L. Steele, Education in Transition: Trends in Central and Eastern Europe. I.S. Santana, Literacy Research in Latin America. J.S. Gaffney, R.C. Anderson, Trends in Reading Research in the United States: Changing Intellectual Currents Over Three Decades. Part II: Methods of Literacy Research. J.F. Baumann, A.M. Duffy-Hester, Making Sense of Classroom Worlds: Methodology in Teacher Research. T.D. Piggot, R. Barr, Designing Programmatic Interventions. E.J. Monaghan, D.K. Hartman, Undertaking Historical Research in Literacy. D.E. Alvermann, Narrative Approaches. M. Siegel, S.L. Fernandez, Critical Approaches. S. Florio-Ruane, M. McVee, Ethnographic Approaches to Literacy Research. P. Afflerbach, Verbal Reports and Protocol Analysis. S.B. Neuman, S. McCormick, A Case for Single-Subject Experiments in Literacy Research. J.P. Gee, Discourse and Sociocultural Studies in Reading. T. Shanahan, Research Synthesis: Making Sense of the Accumulation of Knowledge in Reading. Part III: Literacy Processes. B.A. Shaywitz, K.R. Pugh, A.R. Jenner, R.K. Fulbright, J.M. Fletcher, J.C. Gore, S.E. Shaywitz, The Neurobiology of Reading and Reading Disability (Dyslexia). U. Goswami, Phonological and Lexical Processes. W.E. Nagy, J.A. Scott, Vocabulary Processes. P.A. Alexander, T.L. Jetton, Learning From Text: A Multidimensional and Developmental Perspective. S.R. Goldman, J.A. Rakestraw, Jr., Structural Aspects of Constructing Meaning From Text. L.C. Wilkinson, E.R. Silliman, Classroom Language and Literacy Learning. L. Galda, G.E. Ash, B.E. Cullinan, Children's Literature. J. Marshall, Research on Response to Literature. J.T. Guthrie, A. Wigfield, Engagement and Motivation in Reading. Part IV: Literacy Practices. D.B. Yaden, Jr., D.W. Rowe, L. MacGillivray, Emergent Literacy: A Matter (Polyphony) of Perspectives. E.H. Hiebert, B.M. Taylor, Beginning Reading Instruction: Research on Early Interventions. B.A. Blachman, Phonological Awareness. C.L.Z. Blachowicz, P. Fisher, Vocabulary Instruction. S. Templeton, D. Morris, Spelling. M. Pressley, What Should Comprehension Instruction Be the Instruction of? L.M. Morrow, L.B. Gambrell, Literature-Based Reading Instruction. J.R. Gavelek, T.E. Raphael, S.M. Biondo, D. Wang, Integrated Literacy Instruction. S.E. Wade, E.B. Moje, The Role of Text in Classroom Learning. T.W. Bean, Reading in the Content Areas: Social Constructivist Dimensions. S.L. Nist, M.L. Simpson, College Studying. L. Klenk, M.W. Kibby, Re-Mediating Reading Difficulties: Appraising the Past, Reconciling the Present, Constructing the Future. S.L. Lytle, Teacher Research in the Contact Zone. P.L. Anders, J.V. Hoffman, G.G. Duffy, Teaching Teachers to Teach Reading: Paradigm Shifts, Persistent Problems, and Challenges. D.J. Leu, Jr., Literacy and Technology: Deictic Consequences for Literacy Education in an Information Age. M.L. Kamil, S.M. Intrator, H.S. Kim, The Effects of Other Technologies on Literacy and Literacy Learning. Part V: Literacy Policies. E.B. Bernhardt, Second-Language Reading as a Case Study of Reading Scholarship in the 20th Century. G.E. García, Bilingual Children's Reading. K.H. Au, A Multicultural Perspective on Policies for Improving Literacy Achievement: Equity and Excellence. V. Purcell-Gates, Family Literacy. V.L. Gadsden, Intergenerational Literacy Within Families. A. McGill-Franzen, Policy and Instruction: What Is the Relationship? S.W. Valencia, K.K. Wixson, Policy-Oriented Research on Literacy Standards and Assessment.

Notă biografică

Michael L. Kamil, Peter B. Mosenthal, P. David Pearson, Rebecca Barr

Descriere

In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of read