Handbook of Reading Research, Volume V
-10%
portes grátis
Handbook of Reading Research, Volume V
Lesaux, Nonie K; Afflerbach, Peter P.; Moje, Elizabeth Birr; Enciso, Patricia
Taylor & Francis Ltd
06/2020
522
Dura
Inglês
9781138937369
15 a 20 dias
453
Descrição não disponível.
Part One: Game Changers in Reading Research: Setting the Stage
Chapter 1: Game Changers in Reading Research
Part Two: How Increasingly Diversified Populations Change the Game for Readers, Teachers, Leaders, and Reading Researchers
Chapter 2: Demographic Realities and Methodological Flexibility in Literacy Teaching and Research by C. Patrick Proctor, Chris K. Chang-Bacon
Chapter 3: Social and Cultural Diversity as Lens for Understanding Student Learning and the Development of Reading Comprehension by Carol D. Lee
Chapter 4: A Sociocultural Perspective on Readers, Reading, Reading Instruction and Assessment, Reading Policy, and Reading Research by Peter Smagorinsky, Mary Guay, Tisha Lewis Ellison, Arlette I. Willis
Part three: How Do Expanding Forms of Texts and Everyday Communication Change the Game for Readers, Teachers, Leaders, and Reading Researchers?
Chapter 5: Reading Multiple and Non-Traditional Texts: New Opportunities and New Challenges by Ivar Braten, Jason L. G. Braasch, Ladislao Salmeron
Chapter 6: Who reads what, in which formats, and why by Margaret Mackey
Chapter 7: Digital Reading: A Research Assessment by Naomi S. Baron
Chapter 8: Multimodal Critical Inquiry: Nurturing Decolonial Imaginaries by Gerald Campano, T. Philip Nichols, Grace D. Player
Part Four: How Do Expanding Conceptualizations of Readers Change the Game
for Teachers, Leaders, and Reading Researchers?Chapter 9: The Language for School Literacy: Widening the Lens on Language and Reading Relations by Paola Uccelli, Emily Phillips Galloway, Wenjuan Qin
Chapter 10: Readers' Individual Differences in Affect and Cognition by Emily Fox
Chapter 11: Continuities Between Early Language Development and Reading Comprehension by Kiren Khan, Laura Justice
Chapter 12: What do we know today about the complexity of vocabulary gaps and what do we not know? By Jeannette Mancilla-Martinez, Janna Brown McClain
Chapter 13: The role of knowledge in understanding and learning from text by Gina N. Cervetti, Tanya S. Wright
Chapter 14: Defining Deep Reading Comprehension for Diverse Readers by Laura K. Allen, Danielle S. McNamara
Part Five: How Do Expanding Conceptions of Teacher, Reader, and Text Interaction Change the Game for Reading Researchers, Teachers, Leaders, and Policy Makers?
Chapter 15: The Joint Development of Literacy and Self-Regulation in Early Childhood: Implications for Research and Practice by Emily C. Hanno, Stephanie M. Jones, Dana C. McCoy
Chapter 16: Literacy instruction and individual differences in students' cognitive development by Jin Kyoung Hwang, Carol McDonald Connor
Chapter 17: Social and Cultural Differences in Reading Development: Instructional Processes, Learning Gains, and Challenges by Allison Skerrett
Chapter 18: Learning Academic Language, Comprehending Text by Dianna Townsend, Ana Taboada Barber, Hannah Carter
Chapter 19: High quality classroom language environments promote reading development in young children and older learners by Perla B. Gamez
Chapter 20: Expanding Teaching and Learning with Disciplinary Texts: The Case of Reading and Science by Cynthia Greenleaf, Kathleen Hinchman
Chapter 21: Literacy Instruction and Digital Innovation: Trends and Affordances for Digital Equity in Classrooms by Silvia Nogueron-Liu, Jayne C. Lammers
Chapter 22: Restorying Critical Literacies by Ebony Elizabeth Thomas, Jane Bean-Folkes, James Joshua Coleman
Chapter 23: More Connected and More Distant than Ever: Toward a Cosmopolitan Ethics of Digital Literacies by David Sabey, Kevin M. Leander
Part Six: How New Research Methods Change the Game for Reading Researchers and Policy Makers
Chapter 24: The Use of Video Data in Reading Research by Brian Rowan, Bridget Maher, Mark White
Chapter 25: Examining the Process of Reading in Media Text Environments: A Methodological Perspective by Byeong-Young Cho
Chapter 26: How Can Neuroscience Bridge Gaps in Reading Research by Kimberly G. Noble, Katrina R. Simon
Chapter 27: Qualitative Case Study Methodology Driven by Sociocultural Perspectives by Carmen M. Martinez-Roldan
Part Seven: Minding the Gaps: Translating Reading Research as the Game is Changing
Chapter 28: Concluding Thoughts from the Editors
Contributor Biographies
Chapter 1: Game Changers in Reading Research
Part Two: How Increasingly Diversified Populations Change the Game for Readers, Teachers, Leaders, and Reading Researchers
Chapter 2: Demographic Realities and Methodological Flexibility in Literacy Teaching and Research by C. Patrick Proctor, Chris K. Chang-Bacon
Chapter 3: Social and Cultural Diversity as Lens for Understanding Student Learning and the Development of Reading Comprehension by Carol D. Lee
Chapter 4: A Sociocultural Perspective on Readers, Reading, Reading Instruction and Assessment, Reading Policy, and Reading Research by Peter Smagorinsky, Mary Guay, Tisha Lewis Ellison, Arlette I. Willis
Part three: How Do Expanding Forms of Texts and Everyday Communication Change the Game for Readers, Teachers, Leaders, and Reading Researchers?
Chapter 5: Reading Multiple and Non-Traditional Texts: New Opportunities and New Challenges by Ivar Braten, Jason L. G. Braasch, Ladislao Salmeron
Chapter 6: Who reads what, in which formats, and why by Margaret Mackey
Chapter 7: Digital Reading: A Research Assessment by Naomi S. Baron
Chapter 8: Multimodal Critical Inquiry: Nurturing Decolonial Imaginaries by Gerald Campano, T. Philip Nichols, Grace D. Player
Part Four: How Do Expanding Conceptualizations of Readers Change the Game
for Teachers, Leaders, and Reading Researchers?Chapter 9: The Language for School Literacy: Widening the Lens on Language and Reading Relations by Paola Uccelli, Emily Phillips Galloway, Wenjuan Qin
Chapter 10: Readers' Individual Differences in Affect and Cognition by Emily Fox
Chapter 11: Continuities Between Early Language Development and Reading Comprehension by Kiren Khan, Laura Justice
Chapter 12: What do we know today about the complexity of vocabulary gaps and what do we not know? By Jeannette Mancilla-Martinez, Janna Brown McClain
Chapter 13: The role of knowledge in understanding and learning from text by Gina N. Cervetti, Tanya S. Wright
Chapter 14: Defining Deep Reading Comprehension for Diverse Readers by Laura K. Allen, Danielle S. McNamara
Part Five: How Do Expanding Conceptions of Teacher, Reader, and Text Interaction Change the Game for Reading Researchers, Teachers, Leaders, and Policy Makers?
Chapter 15: The Joint Development of Literacy and Self-Regulation in Early Childhood: Implications for Research and Practice by Emily C. Hanno, Stephanie M. Jones, Dana C. McCoy
Chapter 16: Literacy instruction and individual differences in students' cognitive development by Jin Kyoung Hwang, Carol McDonald Connor
Chapter 17: Social and Cultural Differences in Reading Development: Instructional Processes, Learning Gains, and Challenges by Allison Skerrett
Chapter 18: Learning Academic Language, Comprehending Text by Dianna Townsend, Ana Taboada Barber, Hannah Carter
Chapter 19: High quality classroom language environments promote reading development in young children and older learners by Perla B. Gamez
Chapter 20: Expanding Teaching and Learning with Disciplinary Texts: The Case of Reading and Science by Cynthia Greenleaf, Kathleen Hinchman
Chapter 21: Literacy Instruction and Digital Innovation: Trends and Affordances for Digital Equity in Classrooms by Silvia Nogueron-Liu, Jayne C. Lammers
Chapter 22: Restorying Critical Literacies by Ebony Elizabeth Thomas, Jane Bean-Folkes, James Joshua Coleman
Chapter 23: More Connected and More Distant than Ever: Toward a Cosmopolitan Ethics of Digital Literacies by David Sabey, Kevin M. Leander
Part Six: How New Research Methods Change the Game for Reading Researchers and Policy Makers
Chapter 24: The Use of Video Data in Reading Research by Brian Rowan, Bridget Maher, Mark White
Chapter 25: Examining the Process of Reading in Media Text Environments: A Methodological Perspective by Byeong-Young Cho
Chapter 26: How Can Neuroscience Bridge Gaps in Reading Research by Kimberly G. Noble, Katrina R. Simon
Chapter 27: Qualitative Case Study Methodology Driven by Sociocultural Perspectives by Carmen M. Martinez-Roldan
Part Seven: Minding the Gaps: Translating Reading Research as the Game is Changing
Chapter 28: Concluding Thoughts from the Editors
Contributor Biographies
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Young Children's Language Skills;ELA;Elizabeth Birr Moje;Vice Versa;Peter Afflerbach;Morphological Awareness;Patricia Enciso;Emergent Bilingual;Nonie K. Lesaux;Refutational Texts;Handbook of Reading Research;Reading Comprehension;reading research;Academic Vocabulary Knowledge;reading research design;Professional Development;reading research methodsreading research methods;Academic Vocabulary;teaching reading;Shared Book Reading;learning to read;Digital Reading;school reading policies;Academic Language;reading teacher education;Disciplinary Literacy Instruction;reading teacher professional development;Children's Language Skills;teacher preparation;Vocabulary Knowledge;language development;Background Knowledge;social-emotional learning;Future Reading Comprehension;public education;Multiple Text Comprehension;Academic Language Instruction;Prior Reading Achievement;Multiple Text Processing;Non-traditional Texts;Language Awareness
Part One: Game Changers in Reading Research: Setting the Stage
Chapter 1: Game Changers in Reading Research
Part Two: How Increasingly Diversified Populations Change the Game for Readers, Teachers, Leaders, and Reading Researchers
Chapter 2: Demographic Realities and Methodological Flexibility in Literacy Teaching and Research by C. Patrick Proctor, Chris K. Chang-Bacon
Chapter 3: Social and Cultural Diversity as Lens for Understanding Student Learning and the Development of Reading Comprehension by Carol D. Lee
Chapter 4: A Sociocultural Perspective on Readers, Reading, Reading Instruction and Assessment, Reading Policy, and Reading Research by Peter Smagorinsky, Mary Guay, Tisha Lewis Ellison, Arlette I. Willis
Part three: How Do Expanding Forms of Texts and Everyday Communication Change the Game for Readers, Teachers, Leaders, and Reading Researchers?
Chapter 5: Reading Multiple and Non-Traditional Texts: New Opportunities and New Challenges by Ivar Braten, Jason L. G. Braasch, Ladislao Salmeron
Chapter 6: Who reads what, in which formats, and why by Margaret Mackey
Chapter 7: Digital Reading: A Research Assessment by Naomi S. Baron
Chapter 8: Multimodal Critical Inquiry: Nurturing Decolonial Imaginaries by Gerald Campano, T. Philip Nichols, Grace D. Player
Part Four: How Do Expanding Conceptualizations of Readers Change the Game
for Teachers, Leaders, and Reading Researchers?Chapter 9: The Language for School Literacy: Widening the Lens on Language and Reading Relations by Paola Uccelli, Emily Phillips Galloway, Wenjuan Qin
Chapter 10: Readers' Individual Differences in Affect and Cognition by Emily Fox
Chapter 11: Continuities Between Early Language Development and Reading Comprehension by Kiren Khan, Laura Justice
Chapter 12: What do we know today about the complexity of vocabulary gaps and what do we not know? By Jeannette Mancilla-Martinez, Janna Brown McClain
Chapter 13: The role of knowledge in understanding and learning from text by Gina N. Cervetti, Tanya S. Wright
Chapter 14: Defining Deep Reading Comprehension for Diverse Readers by Laura K. Allen, Danielle S. McNamara
Part Five: How Do Expanding Conceptions of Teacher, Reader, and Text Interaction Change the Game for Reading Researchers, Teachers, Leaders, and Policy Makers?
Chapter 15: The Joint Development of Literacy and Self-Regulation in Early Childhood: Implications for Research and Practice by Emily C. Hanno, Stephanie M. Jones, Dana C. McCoy
Chapter 16: Literacy instruction and individual differences in students' cognitive development by Jin Kyoung Hwang, Carol McDonald Connor
Chapter 17: Social and Cultural Differences in Reading Development: Instructional Processes, Learning Gains, and Challenges by Allison Skerrett
Chapter 18: Learning Academic Language, Comprehending Text by Dianna Townsend, Ana Taboada Barber, Hannah Carter
Chapter 19: High quality classroom language environments promote reading development in young children and older learners by Perla B. Gamez
Chapter 20: Expanding Teaching and Learning with Disciplinary Texts: The Case of Reading and Science by Cynthia Greenleaf, Kathleen Hinchman
Chapter 21: Literacy Instruction and Digital Innovation: Trends and Affordances for Digital Equity in Classrooms by Silvia Nogueron-Liu, Jayne C. Lammers
Chapter 22: Restorying Critical Literacies by Ebony Elizabeth Thomas, Jane Bean-Folkes, James Joshua Coleman
Chapter 23: More Connected and More Distant than Ever: Toward a Cosmopolitan Ethics of Digital Literacies by David Sabey, Kevin M. Leander
Part Six: How New Research Methods Change the Game for Reading Researchers and Policy Makers
Chapter 24: The Use of Video Data in Reading Research by Brian Rowan, Bridget Maher, Mark White
Chapter 25: Examining the Process of Reading in Media Text Environments: A Methodological Perspective by Byeong-Young Cho
Chapter 26: How Can Neuroscience Bridge Gaps in Reading Research by Kimberly G. Noble, Katrina R. Simon
Chapter 27: Qualitative Case Study Methodology Driven by Sociocultural Perspectives by Carmen M. Martinez-Roldan
Part Seven: Minding the Gaps: Translating Reading Research as the Game is Changing
Chapter 28: Concluding Thoughts from the Editors
Contributor Biographies
Chapter 1: Game Changers in Reading Research
Part Two: How Increasingly Diversified Populations Change the Game for Readers, Teachers, Leaders, and Reading Researchers
Chapter 2: Demographic Realities and Methodological Flexibility in Literacy Teaching and Research by C. Patrick Proctor, Chris K. Chang-Bacon
Chapter 3: Social and Cultural Diversity as Lens for Understanding Student Learning and the Development of Reading Comprehension by Carol D. Lee
Chapter 4: A Sociocultural Perspective on Readers, Reading, Reading Instruction and Assessment, Reading Policy, and Reading Research by Peter Smagorinsky, Mary Guay, Tisha Lewis Ellison, Arlette I. Willis
Part three: How Do Expanding Forms of Texts and Everyday Communication Change the Game for Readers, Teachers, Leaders, and Reading Researchers?
Chapter 5: Reading Multiple and Non-Traditional Texts: New Opportunities and New Challenges by Ivar Braten, Jason L. G. Braasch, Ladislao Salmeron
Chapter 6: Who reads what, in which formats, and why by Margaret Mackey
Chapter 7: Digital Reading: A Research Assessment by Naomi S. Baron
Chapter 8: Multimodal Critical Inquiry: Nurturing Decolonial Imaginaries by Gerald Campano, T. Philip Nichols, Grace D. Player
Part Four: How Do Expanding Conceptualizations of Readers Change the Game
for Teachers, Leaders, and Reading Researchers?Chapter 9: The Language for School Literacy: Widening the Lens on Language and Reading Relations by Paola Uccelli, Emily Phillips Galloway, Wenjuan Qin
Chapter 10: Readers' Individual Differences in Affect and Cognition by Emily Fox
Chapter 11: Continuities Between Early Language Development and Reading Comprehension by Kiren Khan, Laura Justice
Chapter 12: What do we know today about the complexity of vocabulary gaps and what do we not know? By Jeannette Mancilla-Martinez, Janna Brown McClain
Chapter 13: The role of knowledge in understanding and learning from text by Gina N. Cervetti, Tanya S. Wright
Chapter 14: Defining Deep Reading Comprehension for Diverse Readers by Laura K. Allen, Danielle S. McNamara
Part Five: How Do Expanding Conceptions of Teacher, Reader, and Text Interaction Change the Game for Reading Researchers, Teachers, Leaders, and Policy Makers?
Chapter 15: The Joint Development of Literacy and Self-Regulation in Early Childhood: Implications for Research and Practice by Emily C. Hanno, Stephanie M. Jones, Dana C. McCoy
Chapter 16: Literacy instruction and individual differences in students' cognitive development by Jin Kyoung Hwang, Carol McDonald Connor
Chapter 17: Social and Cultural Differences in Reading Development: Instructional Processes, Learning Gains, and Challenges by Allison Skerrett
Chapter 18: Learning Academic Language, Comprehending Text by Dianna Townsend, Ana Taboada Barber, Hannah Carter
Chapter 19: High quality classroom language environments promote reading development in young children and older learners by Perla B. Gamez
Chapter 20: Expanding Teaching and Learning with Disciplinary Texts: The Case of Reading and Science by Cynthia Greenleaf, Kathleen Hinchman
Chapter 21: Literacy Instruction and Digital Innovation: Trends and Affordances for Digital Equity in Classrooms by Silvia Nogueron-Liu, Jayne C. Lammers
Chapter 22: Restorying Critical Literacies by Ebony Elizabeth Thomas, Jane Bean-Folkes, James Joshua Coleman
Chapter 23: More Connected and More Distant than Ever: Toward a Cosmopolitan Ethics of Digital Literacies by David Sabey, Kevin M. Leander
Part Six: How New Research Methods Change the Game for Reading Researchers and Policy Makers
Chapter 24: The Use of Video Data in Reading Research by Brian Rowan, Bridget Maher, Mark White
Chapter 25: Examining the Process of Reading in Media Text Environments: A Methodological Perspective by Byeong-Young Cho
Chapter 26: How Can Neuroscience Bridge Gaps in Reading Research by Kimberly G. Noble, Katrina R. Simon
Chapter 27: Qualitative Case Study Methodology Driven by Sociocultural Perspectives by Carmen M. Martinez-Roldan
Part Seven: Minding the Gaps: Translating Reading Research as the Game is Changing
Chapter 28: Concluding Thoughts from the Editors
Contributor Biographies
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
Young Children's Language Skills;ELA;Elizabeth Birr Moje;Vice Versa;Peter Afflerbach;Morphological Awareness;Patricia Enciso;Emergent Bilingual;Nonie K. Lesaux;Refutational Texts;Handbook of Reading Research;Reading Comprehension;reading research;Academic Vocabulary Knowledge;reading research design;Professional Development;reading research methodsreading research methods;Academic Vocabulary;teaching reading;Shared Book Reading;learning to read;Digital Reading;school reading policies;Academic Language;reading teacher education;Disciplinary Literacy Instruction;reading teacher professional development;Children's Language Skills;teacher preparation;Vocabulary Knowledge;language development;Background Knowledge;social-emotional learning;Future Reading Comprehension;public education;Multiple Text Comprehension;Academic Language Instruction;Prior Reading Achievement;Multiple Text Processing;Non-traditional Texts;Language Awareness
