My Reading Journal

Author: Stephanie Owen Reeder

Publisher: National Library Australia

ISBN: 9780642276872

Category: Children

Page: 48

View: 9606

Every time children open a book, they go on a journey of discovery. Now they cankeep a diary of their adventures. What books have they read? Where did they readthem? What did they think about them? What are the favourites? Now children canrecord the special story of their personal journey through books in their own Reading Journal.

Success in Reading and Writing

Author: Jean F. Bernholz,Patricia Horne Sumner

Publisher: Good Year Books

ISBN: 9780673360052

Category: Education

Page: 294

View: 6487

Educational resource for teachers, parents and kids!

Journal of Reading

Author: N.A

Publisher: N.A


Category: Reading

Page: N.A

View: 1554

The Oxford Handbook of Reading

Author: Alexander Pollatsek,Rebecca Treiman

Publisher: Oxford University Press

ISBN: 0199324581

Category: Psychology

Page: 688

View: 5698

Writing is one of humankind's greatest inventions, and modern societies could not function if their citizens could not read and write. How do skilled readers pick up meaning from markings on a page so quickly, and how do children learn to do so? The chapters in the Oxford Handbook of Reading synthesize research on these topics from fields ranging from vision science to cognitive psychology and education, focusing on how studies using a cognitive approach can shed light on how the reading process works. To set the stage, the opening chapters present information about writing systems and methods of studying reading, including those that examine speeded responses to individual words as well as those that use eye movement technology to determine how sentences and short passages of text are processed. The following section discusses the identification of single words by skilled readers, as well as insights from studies of adults with reading disabilities due to brain damage. Another section considers how skilled readers read a text silently, addressing such issues as the role of sound in silent reading and how readers' eyes move through texts. Detailed quantitative models of the reading process are proposed throughout. The final sections deal with how children learn to read and spell, and how they should be taught to do so. These chapters review research with learners of different languages and those who speak different dialects of a language; discuss children who develop typically as well as those who exhibit specific disabilities in reading; and address questions about how reading should be taught with populations ranging from preschoolers to adolescents, and how research findings have influenced education. The Oxford Handbook of Reading will benefit researchers and graduate students in the fields of cognitive psychology, developmental psychology, education, and related fields (e.g., speech and language pathology) who are interested in reading, reading instruction, or reading disorders.

Handbook of Reading Research

Author: P. David Pearson,Rebecca Barr,Michael L. Kamil,Peter Mosenthal,Elizabeth B. Moje,Peter Afflerbach,Patricia Enciso,Nonie K. Lesaux

Publisher: Psychology Press

ISBN: 9780805824162

Category: Reading

Page: 1108

View: 2608

"The Handbook of Reading Research is the research handbook for the field. Each volume has come to define the field for the period of time it covers ... When taken as a set, the four volumes provide a definitive history of reading research"--Back of cover, volume 4.

Teaching Children to be Literate

Author: Anthony V. Manzo,Ula Casale Manzo

Publisher: LiteracyLeaders

ISBN: 9780153005602

Category: Education

Page: 595

View: 8269

Prepares teachers for careers in literacy education, emphasizing the role of literacy education in promoting the spirit of democratic life. Chapters on the reading process, teacher empowerment, teaching approaches, higher order literacy, content area reading, and literacy provisions for children wit

Handbook of Reading Research

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

Publisher: Routledge

ISBN: 1135688966

Category: Education

Page: 1024

View: 5890

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.

Reading and Spelling

Author: Charles Hulme,R. Malatesha Joshi

Publisher: Routledge

ISBN: 1136498079

Category: Education

Page: 512

View: 5410

This volume includes chapters by a number of leading researchers in the area of reading and spelling development. They review what is currently known about both normal and impaired development of decoding, comprehension, and spelling skills. They also consider recent work on the remediation of reading and spelling difficulties in children and discuss effective remedial strategies.

The Psychology of Reading

Author: Mildred C. Robeck,Randall R. Wallace

Publisher: Routledge

ISBN: 1351606883

Category: Psychology

Page: 460

View: 7138

The need to know why as well as how children and youth respond as they do to reading instruction has guided the selection of this book’s content. The second edition of this title, originally published in 1990, has retained and elaborated upon the three major themes previously presented: that reading is a linguistic process; that motivation, the affective domain, may be as important in learning to read as the cognitive domain; and that the reality of learning theory is to be found in the mechanisms of the brain where information is mediated and memory traces are stored. The text integrates views from cognitive psychology, psycholinguistics, and neuropsychology as they relate to reading and writing. A learning-motivation model is provided to present associative learning, conceptualization, and self-directed reading in a hierarchical relationship with distinct cognitive and affective components. The distinction between beginning and proficient reading is maintained throughout the text.

From Reader to Reading Teacher

Author: Jo Ann Aebersold,Mary Lee Field

Publisher: Cambridge University Press

ISBN: 052149785X

Category: Education

Page: 263

View: 2048

This text is a self-contained, student-centered methods text that connects reading theory to practical classroom activities. The paperback edition, ideal for introductory courses on the teaching of second language reading, connects reading theory to practical classroom activities. Teachers begin by exploring their beliefs and assumptions about reading and analyzing their own reading strategies. This leads to a critical examination of the pedagogical issues central to the reading classroom, including selecting appropriate activities and effective lesson planning.