Notice bibliographique
- Notice
Type(s) de contenu et mode(s) de consultation : Texte noté : électronique
Auteur(s) : Woolley, Gary
Titre(s) : Reading comprehension [Texte électronique] : assisting children with learning difficulties / Gary Woolley
Publication : Dordrecht ; New York : Springer, [2011], cop. 2011
Description matérielle : 1 ressource dématérialisée
Note(s) : Includes bibliographical references (pages 221-250) and index
This book examines the complex nature of reading comprehension. It introduces a model
for classifying reading comprehension based on an expanded Simple View of Reading.
Issues related to assessment, diagnosis, and remediation of reading comprehension
difficulties are discussed and translated into clear recommendations to inform reading
intervention design and practice. The book gives an informed understanding as to why
reading comprehension is difficult for some children with learning disabilities and
ADHD, autism, language difficulties and dyslexia. From literacy research, the book
develops a deeper understanding of thinking processes that facilitate comprehension
at the word, discourse, and metacognitive levels. Children will benefit from the introduction
of evidence-based methods for teaching reading comprehension using structured multiple-strategy
frameworks.
Sujet(s) : Lecture -- Aspect cognitif -- Étude et enseignement
Identifiants, prix et caractéristiques : ISBN 9789400711747
Identifiant de la notice : ark:/12148/cb44720902t
Notice n° :
FRBNF44720902
(notice reprise d'un réservoir extérieur)
Table des matières : 1. Reading difficulties ; 2. Reading comprehension ; 3. Cognitive architecture ;
4. Language processing ; 5. Word level and discourse processing of text ; 6. Visualisation
; 7. Using inferences and strategic processing ; 8. Dynamic processing in and between
texts ; 9. Motivation ; 10. Self-regulation, metacognition and engagement ; 11.
Comprehension is strategic ; 12. Multiple strategy frameworks ; 13. Supporting learning
; 14. Assessment and comprehension.
