The need to know why as well as how children and youth respond as they do to reading instruction has guided the selection of this book's content. The second edition has retained and elaborated upon the three major themes previously presented: that reading is a linguistic process; that motivation, the affective domain, may be as important in learning to read as the cognitive domain; and that the reality of learning theory is to be found in the mechanisms of the brain where information is mediated and memory traces are stored.
The text integrates views from cognitive psychology, psycholinguistics, and neuropsychology as they relate to reading and writing. A learning-motivation model is provided to present associative learning, conceptualization, and self-directed reading in a hierarchical relationship with distinct cognitive and affective components. The distinction between beginning and proficient reading is maintained throughout the text.
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Descripción Routledge. Hardcover. Estado de conservación: Good. Light shelving wear with minimal damage to cover and bindings. Pages show minor use. Nº de ref. de la librería G0805803734I3N00
Descripción Routledge, 1990. Hardcover. Estado de conservación: Used: Acceptable. Nº de ref. de la librería SONG0805803734
Descripción Routledge, 1990. Estado de conservación: Fair. 2nd Edition. N/A. Former Library book. Shows definite wear, and perhaps considerable marking on inside. Nº de ref. de la librería GRP10637710
Descripción Estado de conservación: Acceptable. Book Condition: Acceptable. Nº de ref. de la librería 97808058037305.0
Descripción Routledge, 1990. Hardcover. Estado de conservación: Good. Good condition, some are ex-library and can have markings. Nº de ref. de la librería GD-212-43-7357807