Author: Marsha B. BrooksPublisher:
ISBN:
Category : Self-perception in children
Languages : en
Pages : 88
Book Description
The Self-concept as a Correlate of Reading Achievement in Beginning Readers
Author: Marsha B. BrooksPublisher:
ISBN:
Category : Self-perception in children
Languages : en
Pages : 88
Book Description
Relationship of the Self-concept to Beginning Achievement in Reading
Author: William Wolff WattenbergPublisher:
ISBN:
Category : Child psychology
Languages : en
Pages : 132
Book Description
Relationships Among Reading Self-concept, First Grade Reading Achievement, and Behaviors Indicating Successes in Reading
Author: Ivan J. QuandtPublisher:
ISBN:
Category :
Languages : en
Pages : 274
Book Description
Relationship Among Reading Self-concept, Beliefs about Concepts of Ability, and Reading Achievement in Emergent Readers
Author: Shirley Anne GuichPublisher:
ISBN:
Category :
Languages : en
Pages : 204
Book Description
Self Concept as a Correlate of Reading Achievement
Author: Ruth J. ClarkPublisher:
ISBN:
Category : Reading
Languages : en
Pages : 72
Book Description
The Self-concept and Reading
Author: Monica Joyce StorozumPublisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 120
Book Description
An Investigation Into Seven Correlates of Reading Achievement Including the Self-concept
Author: Rose Frances SpicolaPublisher:
ISBN:
Category : Bay County (Fla.)
Languages : en
Pages : 140
Book Description
Study of sixth-grade boys in 17 white public schools in northwest Florida.
The Relationship Between Self-concept and the Ability to Analyze Reading Achievement Among Third and Sixth Grade Children
Author: Martha Harriet FeltonPublisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 282
Book Description
PISA 2009 Results: Learning to Learn Student Engagement, Strategies and Practices (Volume III)
Author: OECDPublisher: OECD Publishing
ISBN: 9264083944
Category :
Languages : en
Pages : 270
Book Description
This volume of PISA 2009 results examines 15-year-olds’ motivation, their engagement with reading and their use of effective learning strategies.
Can We Read Letters?
Author: Finn Egil TønnessenPublisher: Springer
ISBN: 9462099561
Category : Education
Languages : en
Pages : 140
Book Description
“In their new book, Finn Egil Tønnessen and Per Henning Uppstad provide a set of theoretical and philosophical reflections on research in reading and dyslexia. It is a pleasure to welcome this book, which reflects the many contributions made by researchers at the National Centre for Reading Education and Research in Stavanger, Norway.” – Professor Usha Goswami, University of Cambridge. Careful reflection on the concepts and methods used is a prerequisite for further development in any field of research. The authors think cognitive psychology has become too dominant in reading and dyslexia research, arguing that it should be combined with behaviourism and connectionism – in part by focusing on the concept of ‘skill’. The key components of a skill are claimed to be automaticity, awareness and shifts between them. Reading is defined as an interpretative skill, which should be viewed from the perspective of hermeneutics. The authors use these fundamental analyses and definitions to shed new light on the ‘balanced approach to reading instruction’, ‘reading fluency’ and other key concepts. The book also deals with problems in the definition of ‘dyslexia’ and proposes a method to arrive at clear and fruitful definitions. It concludes with a chapter trying to answer the question of in what sense, or to what extent, it can be claimed that reading and dyslexia research has made progress. The book mainly builds on articles published over the past 25 years by Professor Finn Egil Tønnessen at the National Centre for Reading Education and Research, Stavanger, Norway.
