The sixth edition of this landmark reference represents classic and trend-setting scholarship that is among the best in the field. Through careful evaluation of reader surveys and focus groups, the editors have extended the bookas reach into domains of research and instruction that affect practitioners, graduate students, literacy teacher educators, and researchers. Over half of the chapters in this edition are new to Theoretical Models and Processes of Reading, and eight of these new chapters were specially commissioned for this volume. Twenty percent of the chapters from previous editions have been revised by their authors to reflect current research and instructional developments in the field. Questions for Reflection accompany each chapter to assist readers in transforming their current knowledge base through discussion and deeper thinking about theory, research, and instruction. In this updated volume, youall find An expanded range of research designs and their applications to both basic and applied research Reading processes and literacy practices studied through cognitive, sociocultural, critical, transactional, and poststructural theorizing A framework for understanding and critiquing a comprehensive body of research literature spanning over five decades Connections among a wide range of literacy theories and their asAssociated models A jump-off point for generating new research studies and models that inform instructional decision makingIn a subsequent quasiaexperimental study, McGee (1982) examined the comprehension of third- and fifthagrade good and poor readers. Students read 125aword passages with expository themes and provided oral recalls, which were audiorecorded for measurement of ... Their study involved readers of two age groups (third and sixth grade), three reading ability levels, and four text structuresanbsp;...
|Title||:||Theoretical Models and Processes of Reading|
|Author||:||Donna E. Alvermann, Norman J. Unrau, Robert B. Ruddell|
|Publisher||:||International Reading Assoc. - 2013-03-07|