Verbal Protocols in Literacy Research
Nature of Global Reading Development
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology, Educational Reform, Teaching, Teaching Methods
| Author: | Susan E. Israel | ISBN: | 9781317917984 |
| Publisher: | Taylor and Francis | Publication: | May 8, 2015 |
| Imprint: | Routledge | Language: | English |
| Author: | Susan E. Israel |
| ISBN: | 9781317917984 |
| Publisher: | Taylor and Francis |
| Publication: | May 8, 2015 |
| Imprint: | Routledge |
| Language: | English |
This volume offers an updated analysis of the methodology of reading and reading research since 1995, when the landmark book Verbal Protocols of Reading: The Nature of Constructively Responsive Reading by Michael Pressley and Peter Afflerbach was published. It offers a thorough cross-analysis of the conscious processes experienced during reading, the structure of reading comprehension, and its application to more current initiatives such as Common Core State Standards and Response to Intervention. It also provides a detailed analysis of Constructively Responsive Reading through relevant online self-report studies in reading and reading comprehension behavior. It is a fresh and comprehensive volume that speaks not only to reading researchers, but to literacy teachers at all levels.
This volume offers an updated analysis of the methodology of reading and reading research since 1995, when the landmark book Verbal Protocols of Reading: The Nature of Constructively Responsive Reading by Michael Pressley and Peter Afflerbach was published. It offers a thorough cross-analysis of the conscious processes experienced during reading, the structure of reading comprehension, and its application to more current initiatives such as Common Core State Standards and Response to Intervention. It also provides a detailed analysis of Constructively Responsive Reading through relevant online self-report studies in reading and reading comprehension behavior. It is a fresh and comprehensive volume that speaks not only to reading researchers, but to literacy teachers at all levels.
