Buch, Englisch, 330 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 1080 g
Buch, Englisch, 330 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 1080 g
Reihe: Recent Research in Psychology
ISBN: 978-0-387-97978-6
Verlag: Springer
One of the liveliest areas of research in the social sciences is reading. Scholarly activity is currently proceeding along a number of different disciplinary lines, addressing a multitude of questions and issues about reading. A short list of disciplines involved in the study of reading would include linguistics, psychology, education, history, and gerontology. Among the important questions being ad dressed are some long-standing concerns: How are reading skills acquired? What are the basic components of reading skill? How do skilled readers differ from less skilled ones? What are the best ways to approach instruction for different groups of readers-young beginning readers, poor readers with learning problems, and teenage and adult illiterates? How can reading skill best be measured-what standardized instruments and observational techniques are most useful? The large volume of textbooks and scholarly books that issue forth each year is clear evidence of the dynamic nature of the field. The purpose of this volume is to survey some of the best work going on in the field today and reflect what we know about reading as it unfolds across the life span. Reading is clearly an activity that spans each of our lives. Yet most accounts of it focus on some narrow period of development and fail to consider the range of questions that serious scholarship needs to address for us to have a richer under standing of reading. The book is divided into four parts.
Zielgruppe
Research
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
I: The Contexts for Reading.- 1. Cross-Cultural Factors Affecting Initial Acquisition of Literacy Among Children and Adults.- 2. Young Children’s Literacy Experiences in Home and School.- 3. Acquiring and Using Literacy Skills in the Workplace.- 4. Literacy Patterns in Historical Perspective.- II: Reading in Childhood.- 5. The Spelling-Sound Code in Reading.- 6. The Language Code: Issues in Word Recognition.- 7. Reading Instruction in Childhood and Adolescence.- III: Reading in Adulthood.- 8. Reading Comprehension and the Use of Text Structure Across the Adult Life Span.- 9. Reading and Memory for Prose in Adulthood: Issues of Expertise and Compensation.- 10. “Seductive Details” and Adults’ Learning from Text.- 11. Instruction and Remediation in Reading Among Adult Illiterates.- IV: Reading Across the Lifespan.- 12. Studying Across the Life Span.- 13. Change in Reading Ability and Attitudes from Childhood to Adulthood: A Life Span Perspective.- 14. Remembering Stories: Studies of the Limits of Narrative Coherence on Recall.
