LEADER 04184nam a22005535i 4500
001 814415
003 TR_AnAIT
005 20260130215810
007 cr nn 008mamaa
008 150304s2015 sz | s |||| 0|eng d
020 |a9783319147352|9978-3-319-14735-2
024 7 |a10.1007/978-3-319-14735-2|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLC149-161
072 7|aCFC|2bicssc
072 7|aEDU029020|2bisacsh
072 7|aCFC|2thema
082 04|a374.0124|223
090 |aDK/15654
245 10|aImproving Reading Comprehension of Middle and High School Students|h[electronic resource] /|cedited by Kristi L. Santi, Deborah K. Reed.
250 |a1st ed. 2015.
264 1|aCham :|bSpringer International Publishing :|bImprint: Springer,|c2015.
300 |aX, 197 p. 3 illus., 2 illus. in color.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aLiteracy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,|x2214-0018 ;|v10
505 0 |a1. What do Models of Reading Comprehension and its Development have to Contribute to a Science of Comprehension Instruction and Assessment for Adolescents? -- 2. Reading History: Moving from Memorizing Facts to Critical Thinking -- 3. Reading Mathematics: More than Words and Clauses; More than Numbers and Symbols on a Page -- 4. Understanding Causality in Science Discourse for Middle and High School Students. Summary Task as a Strategy for Improving Comprehension -- 5. Reading Comprehension Instruction for Middle and High School Students in English Language Arts: Research and Evidence-Based Practices -- 6. Improving Comprehension Assessment for Middle and High School Students: Challenges and Opportunities -- 7. Reading Comprehension Skill Development and Instruction for Adolescent English Language Learners: A Focus on Academic Vocabulary Instruction -- 8. Special Education in Middle and High School.
520 |aThis volume focuses on our understanding of the reading comprehension of adolescents in a high stakes academic environment. Leading researchers share their most current research on each issue, covering theory and empirical research from a range of specializations, including various content areas, English language learners, students with disabilities, and reading assessment. Topics discussed include: cognitive models of reading comprehension and how they relate to typical or atypical development of reading comprehension, reading in history classes, comprehension of densely worded and symbolic mathematical texts, understanding causality in science texts, the more rigorous comprehension standards in English language arts classes, balancing the practical and measurement constraints of the assessment of reading comprehension, understanding the needs and challenges of English language learners and students in special education with respect to the various content areas discussed in this book. This book is of interest to researchers in literacy and educational psychology as well as curriculum developers.
650 0|aLiteracy.
650 0|aEducational psychology.
650 0|aApplied linguistics.
650 0|aEducation|xCurricula.
650 14|aLiteracy.
650 24|aEducational Psychology.
650 24|aApplied Linguistics.
650 24|aCurriculum Studies.
700 1 |aSanti, Kristi L.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aReed, Deborah K.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9783319147345
776 08|iPrinted edition:|z9783319147369
776 08|iPrinted edition:|z9783319386324
830 0|aLiteracy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,|x2214-0018 ;|v10
856 40|uhttps://doi.org/10.1007/978-3-319-14735-2
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)