Reading comprehension in educational settings
著者
書誌事項
Reading comprehension in educational settings
（Studies in written language and literacy, v. 16）
J. Benjamins, c2017
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
Text comprehension is a critical area of psychological and educational research, and has particular relevance to educational context. The general aim of this international volume Reading Comprehension in Educational Settings is to encourage excellence in research and to bring together teachers, students, researchers and other professionals from different disciplines (e.g. psychology, linguistics, neuroscience, education, information technology, and communication), as well as all those members of the general public who have an interest in the study of reading. The specific objectives of the different chapters in this volume are to analyze existing methods of studying the various aspects of reading comprehension, disseminate results already obtained by research groups working in the field and debate current and future trends in the study of reading.
目次
- 1. Dedication
- 2. Preface (by Escudero, Inmaculada)
- 3. Chapter overviews
- 4. Acknowledgments
- 5. List of contributors
- 6. Chapter 1. What we know about skilled, beginning, and older readers from monitoring their eye movements: Implications for teaching reading (by Leinenger, Mallorie)
- 7. Chapter 2. Meaningful learning from texts: The construction of knowledge representations (by Beker, Katinka)
- 8. Chapter 3. Causal inferences in reading comprehension: State of the art (by Leon, Jose A.)
- 9. Chapter 4. Reading comprehension in the early years: Making the case for oral language (by Van Boekel, Martin)
- 10. Chapter 5. Five building blocks for comprehension strategy instruction (by Allen, Laura K.)
- 11. Chapter 6. What is so difficult about expository text? (by Lorch, Robert F.)
- 12. Chapter 7. Development of a cognitive model of web-navigation (by Oostendorp, Herre van)
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