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What research has to say about reading instruction

The papers in this volume represent both theory and application in reading research. The topics are as follows: research on programs for poor readers; a method for teaching children who have reading difficulties even though they have learned decoding skills; a decade of research on reading and learning disabilities; children's understanding of linguistic units; reading research that assists classroom instruction; flexibility of reading rate and efficient reading behavior; applications of a psycholinguistic model of reading; implications of Piaget's theory for reading instruction; comprehension abilities; the role of content in teaching reading; assessment; criterion referenced measurement in a norm referenced context; and a pragmatic-empirical approach to research in reading. Each entry is preceded by a brief introduction, and tables and bibliographies accompany many of the papers. (Mai).

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  • "The third edition of this title provides current research along with instructional implications that reflect the rapidly evolving professional context in which the research is used. Educators will find information on how to teach students to read based on evidence from a broad base of effective, well-designed research. Topics have been updated and added to better reflect current thinking in the field and address issues that have come to national and international attention for a number of reasons, including the recently released U.S. National Reading Panel report. The editors maintain a balance among theory, research, and effective classroom practice without presenting a formulaic view of good instruction or overly theoretical discussions in which practical applications of research findings are not adequately explored. The 17 chapters focus on research related to early reading instruction, phonemic awareness, comprehension, and many other topics. Each chapter concludes with "Questions for Discussion" to encourage reflection on the topics discussed."
  • "The papers in this volume represent both theory and application in reading research. The topics are as follows: research on programs for poor readers; a method for teaching children who have reading difficulties even though they have learned decoding skills; a decade of research on reading and learning disabilities; children's understanding of linguistic units; reading research that assists classroom instruction; flexibility of reading rate and efficient reading behavior; applications of a psycholinguistic model of reading; implications of Piaget's theory for reading instruction; comprehension abilities; the role of content in teaching reading; assessment; criterion referenced measurement in a norm referenced context; and a pragmatic-empirical approach to research in reading. Each entry is preceded by a brief introduction, and tables and bibliographies accompany many of the papers. (Mai)."@en

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  • "Livres électroniques"
  • "Books"@en
  • "Electronic books"

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  • "What research has to say about reading instruction"
  • "What research has to say about reading instruction"@en
  • "What Research Has to Say About Reading Instruction"@en

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