Promoting Academic Competence and Literacy in School

Erscheinungsjahr 1992
ISBN: 978-0-12-564438-9
Verlag: Academic Press Inc

Buch, Englisch, 506 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 901 g

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.
Examines the role of NP-movement vs. lexical rules in accounting for alternations in grammatical functions.

Key - Presents the role of the lexicon in syntactic theory
- Offers debates between major practioners in the field
- Includes the nature of argument and structure
- Examines the relation of argument nature to constituent structure and binding theory

Autoren/Hrsg.

Pressley, Michael

Harris, Karen R.

Guthrie, John T.

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Kognitionspsychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Sozialpsychologie
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Sprachsoziologie
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Familiensoziologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Geisteswissenschaften Sprachwissenschaft Soziolinguistik
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein Empirische Sozialforschung, Statistik
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie

Inhaltsverzeichnis

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.