| Description |
1 online resource |
| Series |
Literacy studies ; v. 10 |
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Literacy studies ; v. 10.
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| Contents |
Abstract; Contents; Contributors; What Do Models of Reading Comprehension and Its Development Have to Contribute to a Science of Comprehension Instruction and Assessment for Adolescents?; 1 Process Models of Reading Comprehension; 2 Component Skills Models of Reading Comprehension; 3 Typical and Atypical Development of Reading Comprehension; 3.1 Word Reading Accuracy and Fluency; 3.2 Word and World Knowledge; 3.3 Discourse-Level Skills; 4 Text Characteristics That Affect Comprehension for Adolescent Readers; 5 Concluding Comments; References |
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Reading History: Moving from Memorizing Facts to CriticalThinking1 Introduction; 2 Contextualizing: Reading Instruction Then and Now; 3 What's So Unique About History Text?; 3.1 What Counts as Text; 3.2 Variety of Genres and Text Structures; 3.3 Multiple Points of View; 3.4 Historical References; 3.5 Specialized Vocabulary; 3.6 Specificity of Language; 4 Reading and Thinking About Text; 4.1 Heuristics for Reading; 4.1.1 Sourcing; 4.1.2 Contextualizing; 4.1.3 Corroboration; 4.2 Habits of Mind; 5 Development of Reading; 5.1 Expert Readers; 5.2 Novice and Developing Readers |
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5.3 Reading Development in History6 Instruction in History: Developing Expertise; 6.1 Knowing the Students; 6.2 Setting Clear Goals; 6.3 Modeling Explicit Thinking; 6.4 Teaching Word and Language Patterns; 6.5 Providing Time and Texts They Can Read; 6.6 Expecting Pushback; 6.7 The Criticality of the Teacher; 7 Ongoing Issues; 7.1 More than One Method; 7.2 What We Assess; 8 Conclusion; References; Reading Mathematics: More than Words and Clauses; More than Numbers and Symbols on a Page; 1 Introduction; 2 How Students and Teachers Use Math Textbooks |
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3 Overview of Our Study: Methods and Findings3.1 Participants; 3.2 Procedure; 3.3 Data Analysis; 3.3.1 Helpfulness and Active Versus. Passive Reading; 3.4 Results; 3.5 Reported Themes for Text Features; 3.5.1 Font Variation; 3.5.2 Headers; 3.5.3 Highlighted Font-Vocabulary; 3.6 Reported Themes for Problem Types; 3.6.1 Worked Examples; 3.6.2 Semi-worked Example; 3.6.3 Procedural and Applied Practice Problems; 3.6.4 Write Math; 4 Summary, Discussion, and Implications; 5 Conclusion; References |
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Understanding Causality in Science Discourse for Middle and High School Students. Summary Task as a Strategy for Improving Comprehension1 Science Textbooks, Strategies, and Cognitive Processes; 2 Reading Science Texts and Writing a Summary: Some Data; 3 The Influence of Text Characteristics and Causal Relations on Reading Comprehension; 4 The Importance of Summaries in Comprehension Processes and Reading Competence; 5 The Representation of Scientific Text and Strategies for Summarizing; 5.1 Surface Code Level; 5.2 Textbase Level; 5.3 Mental Model or Situation Model |
| Summary |
This volume focuses on our understanding of the reading comprehension of adolescents in a high stakes academic environment. Leading researchers share their most current research on each issue, covering theory and empirical research from a range of specializations, including various content areas, English language learners, students with disabilities, and reading assessment. Topics discussed include: cognitive models of reading comprehension and how they relate to typical or atypical development of reading comprehension, reading in history classes, comprehension of densely worded and symbolic mathematical texts, understanding causality in science texts, the more rigorous comprehension standards in English language arts classes, balancing the practical and measurement constraints of the assessment of reading comprehension, understanding the needs and challenges of English language learners and students in special education with respect to the various content areas discussed in this book. This book is of interest to researchers in literacy and educational psychology as well as curriculum developers |
| Analysis |
onderwijs |
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education |
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geletterdheid |
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literacy |
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psychologie |
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psychology |
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taal |
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language |
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taalwetenschappen |
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linguistics |
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leerplan |
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curriculum |
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Education (General) |
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Onderwijs (algemeen) |
| Notes |
Vendor-supplied metadata |
| Subject |
Reading comprehension -- Education (Middle school)
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Reading comprehension -- Education (Secondary)
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Educational psychology.
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Language: reference & general.
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Curriculum planning & development.
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Literacy.
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EDUCATION -- Elementary.
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EDUCATION -- Secondary.
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Applied linguistics
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Curriculum planning
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Education
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Educational psychology
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Literacy
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| Form |
Electronic book
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| Author |
Santi, Kristi L., editor
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Reed, Deborah K., editor.
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| ISBN |
9783319147352 |
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3319147358 |
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