Promoting Academic Competence and Literacy in School
Conference on "Cognitive Research for Instructional Innovation" : Revised Papers
Will be published approx. on 3. June 1992
Book
Hardback
506 pages
978-0-12-564438-9 (ISBN)
Description
Focusing primarily on reading and writing, this book presents summaries of state-of-the-art theory and research dealing with academic competence in school. The editors thoroughly utilize both information-processing and social-collaborative models as interventions. An enlightening final section discusses how this research could better prepare educators to teach reading and writing. It examines the role of NP-movement vs. lexical rules in accounting for alternations in grammatical functions. It presents the role of the lexicon in syntactic theory. It offers debates between major practitioners in the field. It includes the nature of argument and structure. It examines the relation of argument nature to constituent structure and binding theory.
More details
Language
English
Place of publication
United Kingdom
Publishing group
Emerald Publishing Limited
Target group
Professional and scholarly
Dimensions
Height: 235 mm
Width: 157 mm
Thickness: 33 mm
Weight
901 gr
ISBN-13
978-0-12-564438-9 (9780125644389)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Content
Academic Competence in Classrooms: D. Miechenbaum and A. Biemiller, In Search of Student Expertise in the Classroom: A Metacognitive Analysis. G. Nuthall and A. Alton-Lee, Understanding How Student Learn in Classrooms. Reading: M. Pressley, P. Beard, E. Dinary, and R. Brown, Skilled and Not-So-Skilled Reading: Good Information Processing and Not-So-Good Information Processing. T. Shanahan, Reading Comprehension as a Conservation With an Author. C. Collins, Improving Reading and Thinking: From Teaching or Not Teaching Skills to Interactive Interventions. G.E. Miller and M.E. Brewster, Developing Self-Sufficient Learners in Reading and Mathematics. M.A. Gallego, Collaborative Instruction for Reading Comprehension: The Role of Discourse and Discussion. R.E. Mayer, Guiding Student's Cognitive Processing of Scientific Information in Text. Writing: M. Montague and A. Graves, Teaching Narrative Composition to Students with Learning Disabilities. K.R. Harris and S. Graham, Self-Regulated Strategy Development: A Part of the Writing Process. C.B. McCormick, B.A. Busching, and E.F. Potter, Children's Knowledge About Writing: The Development and Use of Evaluative Criteria. J. Fitzgerald, Variant Views About Good Thinking During Composing: Focus on Revision. Development of Teachers Who Promote Academic Competence, Skilled Reading, and Good Writing: F.L. Kline, D.D. Deshler, and J.B. Schumaker, Implementing Learning Strategy Instruction in Class Settings: A Research Perspective. I.W. Gaskins, E.A. Cunicelli, and E. Satlow, Implementing an Across-the-Curriculum Strategies Program: Teacher's Reaction to Change. L.R. Roehler, Embracing the Instructional Complexities of Reading Instruction. P.L. Anders and C.S. Bos, Dimensions of Professional Development: Weaving Teacher Beliefs and Strategic Content. J.G. Borkowski and N. Muthukrishna, Moving Metacognition into the Classroom: "Working Models" and Effective Strategy Teaching. Each chapter includes references. Index.