In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.In contrast, ]oe used listening guides to present content and tapped studentsa#39; opinions as much as possible. ... They conducted an ethnographic study of three teachers in biology, chemistry, and earth science. The first teacher used a mastery learning model in biology that centered on study guides he wrote highlightinganbsp;...
|Title||:||Handbook of Reading Research|
|Author||:||Michael L. Kamil, Peter B. Mosenthal, P. David Pearson, Rebecca Barr|
|Publisher||:||Routledge - 2014-04-08|