滿額折
Teaching Strategic Processes in Reading
商品資訊
ISBN13：9781462506293
替代書名：Teaching Strategic Processes in Reading
出版社：Guilford Pubn
作者：Not Available (NA)
出版日：2012/09/04
裝訂／頁數：平裝／364頁
規格：25.4cm*17.8cm*2.5cm (高/寬/厚)
版次：2
商品簡介
作者簡介
商品簡介
Almasi (literacy education, U. of Kentucky) and Fullerton (literacy and teacher education, Clemson U.) show teachers how to incorporate strategy instruction into the K-8 classroom. Their goals in this edition are to show how to teach students to have more independence and agency in their actions and strategies, and they include new knowledge and methods, chapters on response to intervention and organizing instruction across the school day and week, and more sample lessons and early literacy and upper-elementary examples. They explain what is involved in strategic processing and the difference between strategies and skills, as well as the characteristics of strategic and nonstrategic readers; the critical elements of strategies instruction model, its components, and comparisons to other models; teaching strategic processing with responsive teaching; methods for assessment; different types of students who struggle with comprehension and cognitive strategies to assist them; research supporting comprehension strategies like test anticipation, maintenance, and fix-up strategies, with lesson plans and instructional materials; theories underlying word recognition strategies and sample lessons and instructional guidelines; and stories about teachers' growth and development as they learned about strategic processes. They end with tools for putting it all together and getting started. Annotation c2012 Book News, Inc., Portland, OR (booknews.com)
作者簡介
Janice F. Almasi, PhD, is the Carol Lee Robertson Endowed Professor of Literacy Education at the University of Kentucky, where she teaches courses in literacy research and theory. She is a former elementary school teacher and reading specialist and a former member of the Board of Directors of the Literacy Research Association and the International Reading Association. Dr. Almasi’s research, which has been recognized with several awards, has examined the contexts in which children learn from text, particularly in terms of strategic processes and peer discussion environments.
Susan King Fullerton, PhD, is Associate Professor in Literacy and Teacher Education at Clemson University, where she teaches courses in literacy methods, literacy research and theory, and the roles of the literacy specialist and coach. She formerly worked as a teacher of the deaf, a reading specialist, a Reading Recovery teacher, a Title I staff developer, and a literacy coach, and she continues to work in classrooms collaboratively with teachers. Dr. Fullerton's research focuses on struggling readers, strategic processes in reading, comprehension, the literary responses of young children, and literacy acquisition and instruction for deaf children. She is a principal editor for the 61st Yearbook of the Literacy Research Association.
Susan King Fullerton, PhD, is Associate Professor in Literacy and Teacher Education at Clemson University, where she teaches courses in literacy methods, literacy research and theory, and the roles of the literacy specialist and coach. She formerly worked as a teacher of the deaf, a reading specialist, a Reading Recovery teacher, a Title I staff developer, and a literacy coach, and she continues to work in classrooms collaboratively with teachers. Dr. Fullerton's research focuses on struggling readers, strategic processes in reading, comprehension, the literary responses of young children, and literacy acquisition and instruction for deaf children. She is a principal editor for the 61st Yearbook of the Literacy Research Association.
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