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Author: A.C. Graesser Publisher: Springer Science & Business Media ISBN: 1461258804 Category : Psychology Languages : en Pages : 319
Book Description
When individuals read or listen to prose they try to understand what it means. This is quite obvious. However, the cognitive mechanisms that participate in prose comprehension are far from obvious. Even simple stories involve com plexities that have stymied many cognitive scientists. Why is prose comprehen sion so difficult to study? Perhaps because comprehension is guided by so many domains of knowledge. Perhaps because some critical mysteries of prose comprehension reside between the lines-in the mind of the comprehender. Ten years ago very few psychologists were willing to dig beyond the surface of explicit code in their studies of discourse processing. Tacit knowledge, world knowledge, inferences, and expectations were slippery notions that experimental psychologists managed to circumvent rather than understand. In many scientific circles it was taboo to investigate mechanisms and phenomena that are not directly governed by the physical stimulus. Fortunately, times have changed. Cognitive scientists are now vigorously exploring the puzzles of comprehension that lie beyond the word. The study of discourse processing is currently growing at a frenetic pace.
Author: A.C. Graesser Publisher: Springer Science & Business Media ISBN: 1461258804 Category : Psychology Languages : en Pages : 319
Book Description
When individuals read or listen to prose they try to understand what it means. This is quite obvious. However, the cognitive mechanisms that participate in prose comprehension are far from obvious. Even simple stories involve com plexities that have stymied many cognitive scientists. Why is prose comprehen sion so difficult to study? Perhaps because comprehension is guided by so many domains of knowledge. Perhaps because some critical mysteries of prose comprehension reside between the lines-in the mind of the comprehender. Ten years ago very few psychologists were willing to dig beyond the surface of explicit code in their studies of discourse processing. Tacit knowledge, world knowledge, inferences, and expectations were slippery notions that experimental psychologists managed to circumvent rather than understand. In many scientific circles it was taboo to investigate mechanisms and phenomena that are not directly governed by the physical stimulus. Fortunately, times have changed. Cognitive scientists are now vigorously exploring the puzzles of comprehension that lie beyond the word. The study of discourse processing is currently growing at a frenetic pace.
Author: Keith K. Millis Publisher: Routledge ISBN: 135161326X Category : Psychology Languages : en Pages : 278
Book Description
This volume provides an overview of research from the learning sciences into understanding, enhancing, and measuring "deep comprehension" from a psychological, educational, and psychometric perspective. It describes the characteristics of deep comprehension, what techniques may be used to improve it, and how deep levels of comprehension may be distinguished from shallow ones. It includes research on personal-level variables; how intelligent tutors promote comprehension; and the latest developments in psychometrics. The volume will be of interest to senior undergraduate and graduate students of cognitive psychology, learning, cognition and instruction, and educational technology.
Author: Susan E. Israel Publisher: Routledge ISBN: 1317639677 Category : Education Languages : en Pages : 709
Book Description
Researchers of reading comprehension, literacy, educational psychology, psychology, and neuroscience are brought together for this handbook, to document and summarize the current body of research on theory, methods, instruction and assessment in reading comprehension.
Author: Elizabeth B. Bernhardt Publisher: Taylor & Francis ISBN: 1000583511 Category : Language Arts & Disciplines Languages : en Pages : 161
Book Description
This is the first hands-on methods guide for second-language (L2) reading research. The authors expertly and critically situate L2 reading and literacy as a multivariate, interactive process and define terms, concepts, and research tools in connection with theory and a rich body of past empirical work, with lessons to learn and pitfalls to avoid. They concretely detail how to design empirical studies, collect data, and analyze findings in this important area. Authored by world experts on first-language (L1) and L2 reading, this book provides a comprehensive, critical, theory-driven review of methods in L2 reading research, offering a step-by-step guide from research design to study execution and data analysis. With useful pedagogical features and a unique database of L2 reading studies from around the world over three decades, this will be an invaluable resource to students and researchers of second-language acquisition, applied linguistics, education, and related areas.
Author: Kelly B. Cartwright Publisher: Guilford Publications ISBN: 1462551521 Category : Education Languages : en Pages : 401
Book Description
This pioneering book is now in a revised and expanded second edition featuring the latest neuroscientific knowledge and instructional strategies. Kelly B. Cartwright provides a teacher-friendly explanation of executive skills--such as planning, organization, cognitive flexibility, and impulse control--and their role in reading comprehension. Detailed examples illustrate how each skill is deployed by strong comprehenders and ways to tailor instruction for students who are struggling. The companion website features reproducible planning and assessment forms from the book as well as supplemental card sorts to teach and assess cognitive flexibility, all ready to download and print in a convenient 8 1/2" x 11" size. New to This Edition *Updated throughout with advances in theory, research, and instruction. *Chapter on word recognition, with particular attention to dyslexia. *Information on the development of the brain's reading network. *Expanded emphasis on oral language comprehension. *Appendix of intervention studies; online-only supplement with card sorts to teach and assess cognitive flexibility.
Author: Esther Geva Publisher: Psychology Press ISBN: 1317707877 Category : Education Languages : en Pages : 99
Book Description
The four articles in this issue represent recent developments in the study of basic processes in L2 reading at the primary level. The research reported reflects the array of theoretical and instructional issues targeted currently by researchers who wish to understand L2 reading development in young children. Ultimately, this research should be used to help policymakers and educators make better informed decisions about how L2 literacy instruction can be enhanced across various sociocultural and linguistic boundaries.
Author: C. Addison Stone Publisher: Guilford Publications ISBN: 1462527485 Category : Language Arts & Disciplines Languages : en Pages : 736
Book Description
An acclaimed reference that fills a significant gap in the literature, this volume examines the linkages between spoken and written language development, both typical and atypical. Leading authorities address the impact of specific language-related processes on K-12 literacy learning, with attention to cognitive, neurobiological, sociocultural, and instructional issues. Approaches to achieving optimal learning outcomes with diverse students are reviewed. The volume presents research-based practices for assessing student needs and providing effective instruction in all aspects of literacy: word recognition, reading comprehension, writing, and spelling. New to This Edition *Chapters on digital literacy, disciplinary literacy, and integrative research designs. *Chapters on bilingualism, response to intervention, and English language learners. *Incorporates nearly a decade's worth of empirical and theoretical advances. *Numerous prior edition chapters have been completely rewritten.
Author: Drew Gitomer Publisher: ISBN: 0935302557 Category : Education Languages : en Pages : 1712
Book Description
The Fifth Edition of the Handbook of Research on Teachingis an essential resource for students and scholars dedicated to the study of teaching and learning. This volume offers a vast array of topics ranging from the history of teaching to technological and literacy issues. In each authoritative chapter, the authors summarize the state of the field while providing conceptual overviews of critical topics related to research on teaching. Each of the volume's 23 chapters is a canonical piece that will serve as a reference tool for the field. The Handbook provides readers with an unaparalleled view of the current state of research on teaching across its multiple facets and related fields.
Author: Margaret J. Snowling Publisher: John Wiley & Sons ISBN: 1119705096 Category : Language Arts & Disciplines Languages : en Pages : 616
Book Description
Provides an overview of state-of-the-art research on the science of reading, revised and updated throughout The Science of Reading presents the most recent advances in the study of reading and related skills. Bringing together contributions from a multidisciplinary team of experts, this comprehensive volume reviews theoretical approaches, stage models of reading, cross-linguistic studies of reading, reading instruction, the neurobiology of reading, and more. Divided into six parts, the book explores word recognition processes in skilled reading, learning to read and spell, reading comprehension and its development, reading and writing in different languages, developmental and acquired reading disorders, and the social, biological, and environmental factors of literacy. The second edition of The Science of Reading is extensively revised to reflect contemporary theoretical insights and methodological advances. Two entirely new chapters on co-occurrence and complexity are accompanied by reviews of recent findings and discussion of future trends and research directions. Updated chapters cover the development of reading and language in preschools, the social correlates of reading, experimental research on sentence processing, learning to read in alphabetic orthographies, comorbidities that occur frequently with dyslexia, and other central topics. Demonstrates how different knowledge sources underpin reading processes using a wide range of methodologies Presents critical appraisals of theoretical and computational models of word recognition and evidence-based research on reading intervention Reviews evidence on skilled visual word recognition, the role of phonology, methods for identifying dyslexia, and the molecular genetics of reading and language Highlights the importance of language as a foundation for literacy and as a risk factor for developmental dyslexia and other reading disorders Discusses learning to read in different types of writing systems, with a language impairment, and in variations of the home literacy environment Describes the role of contemporary analytical tools such as dominance analysis and quantile regression in modelling the development of reading and comprehension Part of the acclaimed Wiley Blackwell Handbooks of Developmental Psychology series, the second edition of The Science of Reading: A Handbook remains an invaluable resource for advanced students, researchers, and specialist educators looking for an up-to-date overview of the field.
Author: P. G. Aaron Publisher: Springer Science & Business Media ISBN: 9400910657 Category : Psychology Languages : en Pages : 318
Book Description
Even though I had been studying reading problems in children for a number of years as a means of understanding cognitive processes, I became deeply committed to the study of developmental dyslexia after my encounter with S. H. , a dyslexic college student. Until then, dyslexia to me remained an interesting phenomenon but somewhat removed from the mainstream of my research interests. The facts that, in spite of his superior IQ, S. H. could read no better than a child in the fifth grade and misspelled even common words such as was and here, however, took me by surprise and made me appreciate the intriguing and challenging nature of developmental dyslexia. This led to a series of studies of college students with reading disability, a group that is relatively unexplored. The general plan of these investigations was to study a small number of disabled readers at any given time, rather intensively. Even though this approach limits the generalizability of the research findings, it lays bare some of the most interesting facts about dyslexia which are obscured in large-scale statistical studies. These studies have now extended well over a decade and are still continuing. As soon as these studies were started, it became obvious that not all reading-disabled college students are alike and that disabled readers could be classified into three broad categories: those with poor decod ing skill, those with poor comprehension ability, and those with a combination of these two deficits.
Author: A.C. Graesser
Author: A.C. Graesser
Author: Keith K. Millis
Author: Susan E. Israel
Author: Elizabeth B. Bernhardt
Author: Kelly B. Cartwright
Author: Esther Geva
Author: C. Addison Stone
Author: Drew Gitomer
Author: Margaret J. Snowling
Author: P. G. Aaron