The causes of high and low reading achievement
- 作者: Carver, Ronald P.
- 出版: Mahwah, N.J. : L. Erlbaum Associates 2000.
- 稽核項: 1 online resource (xii, 443 pages) :illustrations.
- 標題: LANGUAGE ARTS & DISCIPLINES , Reading Skills. , Reading comprehension. , Reading disability. , LANGUAGE ARTS & DISCIPLINES Reading Skills. , Reading. , Electronic books.
- ISBN: 1138866792 , 9781138866799
- ISBN: 9780805835298 , 0805835296
- 試查全文@TNUA:
- 附註: Includes bibliographical references (pages 411-429) and indexes. Part PART I. THE FIRST PART -- chapter 1 THE CAUSAL MODEL -- chapter 2 CONTEXT FOR THE CAUSAL MODEL -- part PART II. THEORETICAL CONSTRUCTS -- chapter 3 EFFICIENCY LEVEL, EL -- chapter 4 ACCURACY LEVEL, AL -- chapter 5 RateLevel, RL -- chapter 6 VERBAL KNOWLEDGE LEVEL, VL -- chapter 7 PRONUNCIATION KNOWLEDGE LEVEL, PL -- chapter 8 COGNITIVE SPEED LEVEL, Cs -- part PART III. THE PROXIMAL CAUSES -- chapter 9 TWO CAUSES OF EFFICIENCY LEVEL -- chapter 10 TWO CAUSES OF ACCURACY LEVEL -- chapter 11 TWO CAUSES OF RATE LEVEL -- chapter 12 TWO CAUSES OF VERBAL LEVEL -- chapter 13 TWO CAUSES OF PRONUNCIATION LEVEL -- chapter 14 TWO CAUSES OF COGNITIVE SPEED LEVEL -- part PART IV. GENERAL RESEARCH EVIDENCE -- chapter 15 LOWER-GRADE READERS -- chapter 16 MIDDLE-GRADE READERS -- chapter 17 ADULT READERS -- part PART V. DISABLED READERS -- chapter 18 THE RAUDING DIAGNOSTIC SYSTEM -- chapter 19 RESEARCH ON DYSLEXIA AND DISABILITIES -- part PART VI. THREE NON-CAUSAL FACTORS -- chapter 20 INTELLIGENCE AND READING -- chapter 21 VOLUME OF READING -- chapter 22 WHOLE-LANGUAGE APPROACH -- part PART VII. THE LAST PART -- chapter 23 THE RAUDING APPROACH -- chapter 24 SUMMARY AND CONCLUSIONS.
- 電子資源: https://dbs.tnua.edu.tw/login?url=https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=44812
- 系統號: 005292913
- 資料類型: 電子書
- 讀者標籤: 需登入
- 引用網址: 複製連結
This book describes all of the important factors that cause some students to have low reading achievement and others to have high reading achievement. It concentrates on the main factors that influence how much a student gains in reading achievement during a year of school, or a calendar year. An attempt is made to answer the following questions: what can educators do to increase reading achievement, and what is beyond their influence? The author is directly concerned with achievement associated with normal or typical reading. The focus of the book is on things teachers can do during an entire school year that are likely to improve the reading level and reading rate of students, which in turn, will increase their reading achievement. This effort to specify the most important causes of high and low reading achievement represents an integration of two disciplines of scientific psychology--experimental psychology and psychometrics. A glossary at the end of the book contains definitions of terms and concepts. Helpful appendices explain rauding theory, the three laws of rauding theory, and the equations that can be used to predict the accuracy of reading comprehension, provide conversions among units of rauding rate, and list the numbered equations presented in the book.
來源: Google Book
來源: Google Book
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