Author: Robert L. JarvisPublisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 378
Book Description
Behavioral and Cognitive Antecedents of Reading Achievement in the Elementary Grades
Author: Robert L. JarvisPublisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 378
Book Description
Resources in Education
Author: Resources in Education
Author: Beyond Decoding
Author: Richard K. WagnerPublisher: Guilford Press
ISBN: 1606233564
Category : Language Arts & Disciplines
Languages : en
Pages : 301
Book Description
What cognitive processes and skills do children draw on to make meaning from text? How are these capacities consolidated over the course of development? What puts some learners at risk for comprehension difficulties? This authoritative volume presents state-of-the-science research on the behavioral and biological components of successful reading comprehension. Uniquely integrative, the book covers everything from decoding, fluency, and vocabulary knowledge to embodiment theory, eye movements, gene–environment interactions, and neurobiology. The contributors are prominent investigators who describe their methods and findings in depth and identify important implications for the classroom.
The Cognitive Development of Reading and Reading Comprehension
Author: Carol McDonald ConnorPublisher: Routledge
ISBN: 1317439546
Category : Education
Languages : en
Pages : 205
Book Description
Learning to read may be the most complex cognitive operation that children are expected to master, and the latest research in cognitive development has offered important insights into how children succeed or fail at this task. The Cognitive Development of Reading and Reading Comprehension is a multidisciplinary, evidence-based resource for teachers and researchers that examines reading comprehension from a cognitive development perspective, including the principal theories and methods used in the discipline. The book combines research into basic cognitive processes—genetics, perception, memory, executive functioning, and language—with an investigation of the effects that context and environment have on literacy outcomes, making clear how factors such as health, family life, community, policy, and ecology can influence children’s cognitive development.
American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Book Description
Reading Self-concept and Academic Achievement in Children with and Without a Behavioral Risk of a Reading Disorder
Author: Emily KutnerPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 118
Book Description
Currently in the United States, reading disorder is the most common learning disorder, affecting approximately 5-10% of school-aged children. Although prevalent throughout schools, reading disorder is not commonly diagnosed before the age of eight years old, or around third grade. Assessing a child's behavioral risk for a reading disorder around age five, or during kindergarten/pre-kindergarten, can help determine their risk for a reading disorder and guide early interventions. Research has shown that early academic achievement can influence a child's reading self-concept, and vice versa. The present study examines the relationship between behavioral risk of a reading disorder, reading self-concept, and academic achievement in fifty-one five to six year old children over a one and one-half year period. The children and their parents filled out a Self-Description Questionnaire (SDQ) to assess reading self-concept, and numerous measures of cognitive ability to assess academic achievement and behavioral risk. Results concluded that time one behavioral risk scores significantly predicted time two reading self-concept. Time one reading achievement also significantly predicted time two reading self-concept. This study provides support for early assessment and intervention for reading disorder.
Research in Education
Author: Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1030
Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.
Reading Achievement and Motivation in Boys and Girls
Author: Pelusa Orellana GarcíaPublisher: Springer
ISBN: 3319759485
Category : Education
Languages : en
Pages : 255
Book Description
This volume links theoretical and instructional approaches on how reading is motivated and assessed, and examines the interrelationship between reading motivation and achievement among boys and girls in culturally and geographically different settings. Much of the research on children’s reading has focused on cognitive processes; however, reading is an activity that also requires interest and motivation. These attitudes are generally defined as readers’ affect toward reading and their consequence is that children with more positive attitudes are more motivated to read. Taking into account the variability that exists within the notion of gender and age, this volume aims to examine and scrutinize previous research on the topic, as well as test theories on how the different dimensions of reading motivation vary with gender, in relation to cultural issues, motivational constructs, such as engagement and classroom climate, the role of emotions, interests and attitudes towards reading, among others. The book will be of interest to researchers, educators, graduate students, and other professionals working in the area of literacy, reading motivation, reading achievement and gender differences.