Reading Comprehension in Educational Settings

Editors
| Universidad Autónoma de Madrid
| National Distance Education University, Madrid
HardboundAvailable
ISBN 9789027218124 | EUR 90.00 | USD 135.00
 
e-Book
ISBN 9789027265210 | EUR 90.00 | USD 135.00
 
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.
[Studies in Written Language and Literacy, 16]  2017.  xvii, 198 pp.
Publishing status: Available
Table of Contents
Preface
Inmaculada Escudero and José A. León
ix
Chapter overviews
xi–xiii
Acknowledgments
xv
List of contributors
xvii
Chapter 1. What we know about skilled, beginning, and older readers from monitoring their eye movements: Implications for teaching reading
Mallorie Leinenger and Keith Rayner
1–27
Chapter 2. Meaningful learning from texts: The construction of knowledge representations
Katinka Beker, Dietsje Jolles and Paul van den Broek
29–62
Chapter 3. Causal inferences in reading comprehension: State of the art
José A. León and Inmaculada Escudero
63–99
Chapter 4. Reading comprehension in the early years: Making the case for oral language
Martin Van Boekel, Panayiota Kendeou and Charles R. Fletcher
101–124
Chapter 5. Five building blocks for comprehension strategy instruction
Laura K. Allen and Danielle S. McNamara
125–144
Chapter 6. What is so difficult about expository text?
Robert F. Lorch
145–167
Chapter 7. Development of a cognitive model of web-navigation
Herre van Oostendorp, Sonal Aggarwal and Saraschandra Karanam
169–192
Index
193–198
Subjects
BIC Subject: CJCR – Reading skills
BISAC Subject: LAN013000 – LANGUAGE ARTS & DISCIPLINES / Reading Skills
U.S. Library of Congress Control Number:  2017025597 | Marc record