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Theoretical models and processes of reading

Author: Robert B Ruddell; Norman Unrau
Publisher: Newark, DE : International Reading Association, ©2004.
Edition/Format:   Print book : CD for computer : Document   Computer File : English : 5th edView all editions and formats
Database:WorldCat
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Aims to help educators understand reading and literacy research and to apply that understanding. Sections are: Perspectives on Literacy Research and Its Application: Processes of Reading and  Read more...

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Additional Physical Format: Online version:
Theoretical models and processes of reading.
Newark, DE : International Reading Association, ©2004
(OCoLC)621925873
Material Type: Document, Internet resource
Document Type: Book, Computer File, Internet Resource
All Authors / Contributors: Robert B Ruddell; Norman Unrau
ISBN: 0872075028 9780872075023 0872075036 9780872075030
OCLC Number: 54096676
Notes: Accompanying CD-ROM titled: Supplementary articles.
Description: xxiv, 1728 pages : illustrations ; 23 cm + 1 CD-ROM
Details: System requirements for accompanying CD-ROM: IBM PC or Macintosh computer.
Contents: Section 1. Perspectives on literacy research and its application: viewing the past, envisioning the future --
1. Looking back, looking forward: a conversation about teaching reading in the 21st century / Richard L. Allington and Anne McGill-Franzen --
2. A historical perspective on reading research and practice / Patricia A. Alexander and Emily Fox --
3. Literacy policy and policy research that make a difference / Sheila W. Valencia and Karen K. Wixson --
Section 2. Processes of reading and literacy --
Part 1. Language and cognition in sociocultural contexts --
4. Reading as situated language: a sociocognitive perspective / James Paul Gee --
5. The place of dialogue in children's construction of meaning / M.A.K. Halliday --
6. Writing and the sea of voices: oral language in, around, and about writing / Anne Haas Dyson --
7. Exploring Vygotskian perspectives in education: the cognitive value of peer interaction / Ellice A. Forman and Courtney B. Cazden --
8. The children of Trackton's children: spoken and written language in social change / Shirley Brice Heath --
9. Literacy and the identity development of Latina/o students / Robert T. Jiménez --
10. Young bilingual children and early literacy development / Patton O. Tabors and Catherine E. Snow --
11. "This wooden shack place": the logic of an unconventional reading / Glynda Hull and Mike Rose --
Part 2. Foundations for literacy development --
12. Preschoolers' developing ownership of the literate register / Beverly E. Cox, Zhihui Fang, and Beverly White Otto --
13. Learning to read words: linguistic units and instructional strategies / Connie Juel and Cecilia Minden-Cupp --
14. Phases of word learning: implications for instruction with delayed and disabled readers / Linnea C. Ehri and Sandra McCormick --
15. The texts of beginning reading instruction / Elfrieda H. Hiebert and Leigh Ann Martin --
16. Fluency: a review of developmental and remedial practices / Melanie R. Kuhn and Steven A. Stahl --
17. Matthew effects in reading: some consequences of individual differences in the acquisition of literacy / Keith E. Stanovich --
18. A road map for understanding reading disability and other reading problems: origins, prevention, and intervention / Louise Spear-Swerling --
Part 3. Comprehension development from words to worlds --
19. Vocabulary processes / William E. Nagy and Judith A. Scott --
20. Role of the reader's schema in comprehension, learning, and memory / Richard C. Anderson --
21. Schema activation and schema acquisition: comments on Richard C. Anderson's remarks / John D. Bransford --
22. The err is human: learning about language processes by analyzing miscues / Yetta M. Goodman and Kenneth S. Goodman --
23. Cognitive flexibility theory: advanced knowledge acquisition in ill-structured domains / Rand J. Spiro [and others] --
24. Principled pluralism for adaptive flexibility in teaching and learning to read / Rand J. Spiro --
25. Building representations of informational text: evidence from children's think-aloud protocols / Nathalie Coté and Susan R. Goldman --
26. Traversing the topical landscape: exploring students' self-directed reading-writing-research processes / Joyce E. Many [and others] --
27. A research agenda for improving reading comprehension / RAND Reading Study Group --
Part 4. Extending comprehension through metacognition --
28. Self-regulated comprehension during normal reading / Douglas J. Hacker --
29. Instructing comprehension-fostering activities in interactive learning situations / Ann L. Brown, Annemarie Sullivan Palincsar, and Bonnie B. Armbruster --
30. Effects of structure strategy training and signaling on recall of text / Bonnie J.F. Meyer and Leonard W. Poon --
Part 5. Reader response, motivation, and engagement --
31. Response to literature as a cultural activity / Lee Galda and Richard Beach --
32. Adolescents' perceptions and negotiations of literacy practices in after-school read and talk clubs / Donna E. Alvermann [and others] --
33. The effect of reader stance on students' personal understanding of literature / Joyce E. Many --
34. Motivational and cognitive predictors of text comprehension and reading amount / John T. Guthrie [and others] --
35. The role of responsive teaching in focusing reader intention and developing reader motivation / Robert B. Ruddell and Norman J. Unrau --
Part 6. Instructional effects on literacy development --
36. Researching the influential literacy teacher: characteristics, beliefs, strategies, and new research directions / Robert B. Ruddell --
37. A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade readers / RAchel Brown [and others] --
38. Beating the odds: teaching middle and high school students to read and write well / Judith A. Langer --
39. Can minimally trained college student volunteers help young at-risk children to read better? / Jill Fitzgerald --
Section 3. Models of reading and writing processes --
Part 1. Cognitive-processing models --
40. Toward a theory of automatic information processing in reading, revisited / S. Jay Samuels --
41. Toward an interactive model of reading / David E. Rumelhart --
42. One second of reading: postscript / Philip B. Gough --
43. A theory of reading: from eye fixations to comprehension / Marcel Adam Just and Patricia A. Carpenter --
44. Modeling the connections between word recognition and reading / Marilyn Jager Adams --
45. The landscape model of reading: inferences and the online construction of a memory representation / Paul van de Broek [and others] --
46. The construction-integration model of text comprehension and its implications for instruction / Walter Kintsch --
Part 2. A dual coding model --
47. A dual coding theoretical model of reading / Mark Sadoski and Allan Paivio --
Part 3. A transactional model --
48. The transactional theory of reading and writing / Louise M. Rosenblatt --
Part 4. An individual-environmental model of writing --
49. A new framework for understanding cognition and affect in writing / John R. Hayes --
Part 5. An attitude-influence model --
50. Model of attitude influence upon reading and learning to read / Grover C. Mathewson --
Part 6. A sociocognitive model of reading --
51. Reading as a meaning-constructive process: the reader, the text, and the teacher / Robert B. Ruddell and Norman J. Unrau --
Section 4. Literacy's new horizons: an emerging agenda for tomorrow's research and practice --
52. Literacy research in the next millennium: from paradigms to pragmatism and practicality / Deborah R. Dillon, David G. O'Brien, and Elizabeth E. Heilman --
53. Strategies for developing a research program on reading comprehension / RAND Reading Study Group --
54. Toward a theory of new literacies emerging from the Internet and other information and communication technologies / Donald J. Leu Jr. [and others] --
55. The role of assessment in a learning culture / Lorrie A. Shepard --
56. Literacy for all children in the increasingly diverse schools of the United States / Claude Goldenberg.
Responsibility: Robert B. Ruddell, Norman J. Unrau, editors.
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Adolescents' perceptions and negotiations of literacy practices in after-school read and talk clubs / Donna E. Alvermann [and others] -- 33. The effect of reader stance on students' personal understanding of literature / Joyce E. Many -- 34. Motivational and cognitive predictors of text comprehension and reading amount / John T. Guthrie [and others] -- 35. The role of responsive teaching in focusing reader intention and developing reader motivation / Robert B. Ruddell and Norman J. Unrau -- Part 6. Instructional effects on literacy development -- 36. Researching the influential literacy teacher: characteristics, beliefs, strategies, and new research directions / Robert B. Ruddell -- 37. A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade readers / RAchel Brown [and others] -- 38. Beating the odds: teaching middle and high school students to read and write well / Judith A. Langer -- 39. 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Toward a theory of new literacies emerging from the Internet and other information and communication technologies / Donald J. Leu Jr. [and others] -- 55. The role of assessment in a learning culture / Lorrie A. Shepard -- 56. Literacy for all children in the increasingly diverse schools of the United States / Claude Goldenberg."@en ;
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