Theoretical Models and Processes of Reading

by Donna E. Alvermann (Editor)

The sixth edition of this landmark reference represents classic and trend-setting scholarship that is among the best in the field. Through careful evaluation of reader surveys and focus groups, the editors have extended the books reach into domains of research and instruction that affect practitioners, graduate students, literacy teacher educators, and researchers. Over half of the chapters in this edition are new to Theoretical Models and Processes of Reading, and eight of these new chapters were specially commissioned for this volume. Twenty percent of the chapters from previous editions have been revised by their authors to reflect current research and instructional developments in the field. Questions for Reflection accompany each chapter to assist readers in transforming their current knowledge base through discussion and deeper thinking about theory, research, and instruction. In this updated volume, you'll find An expanded range of research designs and their applications to both basic and applied research
Reading processes and literacy practices studied through cognitive, sociocultural, critical, transactional, and poststructural theorizing
A framework for understanding and critiquing a comprehensive body of research literature spanning over five decades
Connections among a wide range of literacy theories and their as­sociated models
A jump-off point for generating new research studies and models that inform instructional decision making
The International Reading Association is the world's premier organization of literacy professionals. Our titles promote reading by providing professional development to continuously advance the quality of literacy instruction and research. Research-based, classroom-tested, and peer-reviewed, IRA titles are among the highest quality tools that help literacy professionals do their jobs better. Some of the many areas we publish in -Comprehension
-Response To Intervention/Struggling Readers
-Early Literacy
-Adolescent Literacy
-Assessment
-Literacy Coaching
-Research And Policy

Genres: Nonfiction, School

1317 pages, Paperback

First published March 1, 2013

About the author

Donna E. Alvermann teaches courses in popular culture and adolescent literacy at the University of Georgia, where she holds the title of Distinguished Research Professor in Language and Literacy Education. Donna has been a middle/junior high school teacher in Houston, Texas, and Elmira, New York. She has been a fan of “all things pop culture” since the mid-1950s, when she was president of the James Dean Fan Club. Currently, she counts Facebook, YouTube, and Second Life among her favorite pop culture texts.

Reviews

[Mohsin]

this book is very nice book