Author: Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 472
Book Description
The Reading Teacher
Author: Teaching Reading and Teacher Beliefs
Author: Xinyu MoPublisher: Springer Nature
ISBN: 3030471705
Category : Education
Languages : en
Pages : 196
Book Description
This book explores language teacher beliefs in English as a Foreign Language (EFL) reading instruction in the context of Chinese university English instructors. Since the 1990s, there has been a renewed interest on teacher beliefs in the domain of language teacher cognition. However, most studies in this area aim at investigating the relationship between particular aspects of teacher beliefs and classroom practices, largely ignoring the complexity of teacher beliefs. This study explores the issue from an alternative perspective by conceptualizing teacher beliefs as a complex, dynamic and multi-faceted system. By adopting five rounds of interview and four classroom observations, the year-long study reveals seven key features of the belief system shared among six participants. It calls for the holistic, complex and insider view to examine teacher beliefs in relation to the sociocultural and historical contexts where the teachers work and live.
The Science of Reading
Author: Margaret J. SnowlingPublisher: John Wiley & Sons
ISBN: 0470757639
Category : Psychology
Languages : en
Pages : 680
Book Description
The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Influences of a Professional Development Institute on Teachers' Learning about Teaching Reading to Chapter I Students
Author: Linda J. TiezziPublisher:
ISBN:
Category : Reading teachers
Languages : en
Pages : 452
Book Description
Resources in Education
Author: Rethinking Reading Comprehension
Author: Anne P. SweetPublisher: Guilford Press
ISBN: 9781572308923
Category : Language Arts & Disciplines
Languages : en
Pages : 244
Book Description
This practical book grows out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. Here, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. Teachers gain the latest knowledge about how students learn to comprehend texts and what can be done to improve the quality of instruction in this essential domain. From leading literacy scholars, the book explains research-based ways to: *Plan effective instruction for students at all grade levels *Meet the comprehension needs of English-language learners *Promote adolescents' comprehension of subject-area texts *Understand the complexities of comprehension assessment *Get optimal benefits from instructional technologies *And much more!
Reading as Communication
Author: Frank B. MayPublisher:
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 600
Book Description
Literacy Before Schooling
Author: Emilia FerreiroPublisher: Heinemann Educational Publishers
ISBN: 9780435082208
Category : Language arts
Languages : en
Pages : 289
Book Description
RAOP
Author: Reading More, Reading Better
Author: Elfrieda H. HiebertPublisher: Guilford Press
ISBN: 1606233939
Category : Language Arts & Disciplines
Languages : en
Pages : 289
Book Description
Teaching students specific literacy skills is important--but equally critical, and often overlooked, is giving them the time and opportunity to read actual texts. Bringing together leading scholars, this book focuses on how teachers can improve both the quality and quantity of reading experiences in K-12 classrooms. Essential topics include factors that make reading tasks more or less productive for different types of learners, ways to balance independent reading with whole-class and small-group instruction, how to choose appropriate texts, and the connections between reading engagement and proficiency. The relevant research literature is reviewed, and exemplary practices and programs are described.