Providing a comprehensive overview of research into reading processes from word identification to the comprehension of multiple texts, acknowledged leaders in the field present the state of the art and current controversies in the field.
Providing a comprehensive overview of research into reading processes from word identification to the comprehension of multiple texts, acknowledged leaders in the field present the state of the art and current controversies in the field.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
M. Anne Britt is a Professor in the Psychology Department at Northern Illinois University. Susan R. Goldman is Distinguished Professor of Liberal Arts and Sciences, Psychology, and Education and Co-Director of the Learning Sciences Research Institute at the University of Illinois at Chicago. Jean-François Rouet is Senior Research Scientist with the French Centre National de la Recherche Scientifique (National Center for Scientific Research).
Inhaltsangabe
Preface 1. Reading is recycling-it's human nature 2. Learning to read words: Understanding the relationship between reading ability, lexical quality, and reading context 3. Reading acquisition in a transparent orthography: The case of Dutch 4. Teachers in the Know: Links between Teachers' Phonological Knowledge and Students' Literacy Learning 5. Why it is easier to wreak havoc than unleash havoc: The role of lexical co-occurrence, predictability and reading proficiency in sentence reading 6. What kind of language statistics must be in long-term memory to make language understanding possible: A computational perspective 7. Making the link between vocabulary knowledge and comprehension skill 8. From Verbal Efficiency Theory to Lexical Quality: The Role of Memory Processes in Reading Comprehension 9. Sensitivity to Structural Centrality: Developmental and individual differences in reading comprehension skills 10. Identifying component discourse processes from their fMRI time course signatures 11. Documents as entities: Extending the situation model theory of comprehension 12. Research and Development of Multiple Source Comprehension Assessment 13. From Decoding to Documents: The Complex Components of Comprehending Reading Index
Preface 1. Reading is recycling-it's human nature 2. Learning to read words: Understanding the relationship between reading ability, lexical quality, and reading context 3. Reading acquisition in a transparent orthography: The case of Dutch 4. Teachers in the Know: Links between Teachers' Phonological Knowledge and Students' Literacy Learning 5. Why it is easier to wreak havoc than unleash havoc: The role of lexical co-occurrence, predictability and reading proficiency in sentence reading 6. What kind of language statistics must be in long-term memory to make language understanding possible: A computational perspective 7. Making the link between vocabulary knowledge and comprehension skill 8. From Verbal Efficiency Theory to Lexical Quality: The Role of Memory Processes in Reading Comprehension 9. Sensitivity to Structural Centrality: Developmental and individual differences in reading comprehension skills 10. Identifying component discourse processes from their fMRI time course signatures 11. Documents as entities: Extending the situation model theory of comprehension 12. Research and Development of Multiple Source Comprehension Assessment 13. From Decoding to Documents: The Complex Components of Comprehending Reading Index
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