A Meta-analysis of Classroom Studies that Have Compared Code-emphasis to Non-code-emphasis First Grade Reading Methods PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Meta-analysis of Classroom Studies that Have Compared Code-emphasis to Non-code-emphasis First Grade Reading Methods PDF full book. Access full book title A Meta-analysis of Classroom Studies that Have Compared Code-emphasis to Non-code-emphasis First Grade Reading Methods by Pauline A. Gassler. Download full books in PDF and EPUB format.
Author: Pauline A. Gassler
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 636
Get Book Here
Book Description
Author: Pauline A. Gassler
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 636
Get Book Here
Book Description
Author: Keith Rayner
Publisher: Psychology Press
ISBN: 1136579680
Category : Psychology
Languages : en
Pages : 483
Get Book Here
Book Description
Reading is a highly complex skill that is prerequisite to success in many societies in which a great deal of information is communicated in written form. Since the 1970s, much has been learned about the reading process from research by cognitive psychologists. This book summarizes that important work and puts it into a coherent framework. The book’s central theme is how readers go about extracting information from the printed page and comprehending the text. Like its predecessor, this thoroughly updated 2nd Edition encompasses all aspects of the psychology of reading with chapters on writing systems, word recognition, the work of the eyes during reading, inner speech, sentence processing, discourse processing, learning to read, dyslexia, individual differences and speed reading. Psychology of Reading, 2nd Edition, is essential reading for undergraduates, graduates, and researchers in cognitive psychology and could be used as a core textbook on courses on the psychology of reading and related topics. In addition, the clear writing style makes the book accessible to people without a background in psychology but who have a personal or professional interest in the process of reading.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 524
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 572
Get Book Here
Book Description
Author: Louise Spear-swerling
Publisher: Routledge
ISBN: 0429978219
Category : Education
Languages : en
Pages : 343
Get Book Here
Book Description
The identification of poor readers as "learning disabled" can be the first of many steps toward consigning students to a lifetime of reading failure. The very label that is meant to help children often becomes a burden that works against effective learning throughout their schooling. In this book, the authors identify the dangers of labeling children as reading or learning disabled, contending that a "reading disability" is not a unitary phenomenon. In order to diagnose and help children, educators and parents need to understand the multiple sources of reading difficulty before they can choose appropriate means to correct it. Drawing on recent research in cognitive psychology, the authors present a new theoretical model of reading disability that integrates a wide variety of findings across age and grade spans. Laid out in terms that are readily comprehensible to parents and practitioners, the model outlines the phases that are characteristic of the path to proficient reading, then describes four ways in which disabled readers may stray from this path. The key to the authors' work lies in the fact that youngsters who stray from the path of typical reading acquisition often are not distinguishable from other children who are classified as "poor readers" rather than as "learning disabled." This model is an especially useful one for practitioners because it both provides a broader view of reading disability than have many previous models and shows how reading disability relates to typical reading acquisition. Using illustrative case studies, the authors describe the four patterns of reading disability, explain how to properly assess them, and suggest ways to conquer them.
Author: American Educational Research Association
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1016
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 896
Get Book Here
Book Description
Author: Christine M. Rubie-Davies
Publisher: Routledge
ISBN: 1136880755
Category : Education
Languages : en
Pages : 289
Get Book Here
Book Description
Educational Psychology: Concepts, Research and Challenges brings together the latest research across many areas of educational psychology, introducing and reporting on the most effective methodologies for studying teachers and learners and providing overviews of current debates within the field.
Author: Barbara R. Foorman
Publisher: Routledge
ISBN: 1135489939
Category : Education
Languages : en
Pages : 107
Get Book Here
Book Description
Learning to read is not natural for many individuals, who remain dependent on the skill, knowledge, and persistence of their teachers to acquire reading proficiency. Reading instruction, however, can be designed with greater validity than ever before because of a solid, converging body of scientific research on reading acquisition, reading processes, and reading disabilities. This special issue presents some of the major advances in methodologically and theoretically sound treatment research by the use of comprehensive and multivariate treatment protocols and individual growth-curve modeling.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 652
Get Book Here
Book Description
