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00000cam u2200205 a 4500 |
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000045960280 |
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20181116142511 |
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m d |
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cr |
| 008 |
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170426s2017 nyu ob 001 0 eng d |
| 020 |
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▼a 9781462530670 (electronic bk.)
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| 020 |
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▼a 1462530672 (electronic bk.)
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| 020 |
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▼a 9781462530694
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| 020 |
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▼a 1462530699
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| 020 |
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▼a 9781462530649
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| 020 |
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▼a 1462530648
|
| 020 |
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▼a 9781462530656
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| 020 |
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▼a 1462530656
|
| 035 |
|
▼a (OCoLC)984342754
▼z (OCoLC)984198217
▼z (OCoLC)984625271
▼z (OCoLC)985206337
▼z (OCoLC)985331471
▼z (OCoLC)985339122
▼z (OCoLC)985386652
▼z (OCoLC)985391060
▼z (OCoLC)985485283
▼z (OCoLC)985496306
▼z (OCoLC)985692591
▼z (OCoLC)985693193
▼z (OCoLC)985832031
▼z (OCoLC)985906101
▼z (OCoLC)986094809
▼z (OCoLC)986157408
▼z (OCoLC)986429852
▼z (OCoLC)986481427
▼z (OCoLC)986610875
▼z (OCoLC)986634156
▼z (OCoLC)986875271
▼z (OCoLC)986888440
|
| 040 |
|
▼a N$T
▼b eng
▼e rda
▼e pn
▼c N$T
▼d EBLCP
▼d YDX
▼d LGG
▼d IDB
▼d CSAIL
▼d NRC
▼d UAB
▼d OCLCA
▼d MERUC
▼d OCLCQ
▼d KSU
▼d IAD
▼d OCLCQ
▼d 211009
|
| 049 |
|
▼a MAIN
|
| 050 |
0
0
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▼a LB1050
|
| 082 |
0
0
|
▼a 428.4
▼2 23
|
| 084 |
|
▼a 428.4
▼2 DDCK
|
| 090 |
|
▼a 428.4
|
| 100 |
1
|
▼a Tracey, Diane H.
|
| 245 |
1
0
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▼a Lenses on reading
▼h [electronic resource] :
▼b an introduction to theories and models /
▼c Diane H. Tracey, Lesley Mandel Morrow.
|
| 250 |
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▼a 3rd ed.
|
| 260 |
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▼a New York, NY :
▼b Guilford Press,
▼c c2017.
|
| 300 |
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▼a 1 online resource (xviii, 302 p.).
|
| 500 |
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▼a Title from e-Book title page.
|
| 504 |
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▼a Includes bibliographical references and index.
|
| 505 |
0
|
▼a Cover; Half Title Page; Title Page; Copyright; Dedication; About the Authors; Preface; Acknowledgments; Contents; 1. Introduction to Theories and Models; What Is a Theory?: A General Definition; Are People Aware of the Theories That They Possess?; What Is a Theory?: A Definition for Education; The Importance of Theories to Educational Practice; Are Teachers Aware of the Theories That They Possess?; The Importance of Theories to Educational Research; Is a Model Different from a Theory?; The Value of Multiple Lenses; Theories and Models Included in This Text; Summary; Ideas for Discussion.
|
| 505 |
8
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▼a Activities2. Early Lenses (400 B.C.E.-Present); General History of Reading and Writing (20,000 B.C.E.-400 B.C.E.); Mental Discipline Theory; Associationism; Unfoldment Theory; Structuralism and Early Scientific Foundations of Reading; Classroom Applications; Research Applications; Summary; Ideas for Discussion; Activities; 3. Behavioral Lenses (1900-Present); What Is Behaviorism?; Classical Conditioning Theory; Connectionism; Operant Conditioning Theory; Classroom Applications; Research Applications; Summary; Ideas for Discussion; Activities; 4. Constructivist Lenses (1920s-Present).
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| 505 |
8
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▼a Constructivism: The General ConceptInquiry Learning; Schema Theory; Transactional/Reader Response Theory; Psycholinguistic Theory and Whole Language Theory; Metacognitive Theory; Classroom Applications; Research Applications; Summary; Ideas for Discussion; Activities; 5. Developmental Lenses (1930s-Present); Theory of Cognitive Development; Maturation Theory; Theory of Literacy Development; Stage Models of Reading; Emergent Literacy Theory; Family Literacy Theory; Classroom Applications; Research Applications; Summary; Ideas for Discussion; Activities; 6. Physiological Lenses (1940s-Present).
|
| 505 |
8
|
▼a Physiological Foundations of ReadingMaslow's Hierarchy of Needs; Evolution of the Triune Brain; The Nutritional Lens; Sleep-Dependent Memory Consolidation Theory; The Exercise Hypothesis; Classroom Applications; Research Applications; Summary; Ideas for Discussion; Activities; 7. Affective Lenses (1940s-Present); Affective Foundations of Reading; What Are Emotions, Feelings, and Affects?; Maslow's Hierarchy of Needs: The Affective Dimension; Attachment Theory; Teacher-Student Relationships; Engagement Theory; Affective Neuroscience; Classroom Applications; Research Applications; Summary.
|
| 505 |
8
|
▼a Ideas for DiscussionActivities; 8. Social Learning Lenses (1950s-Present); Sociolinguistics; Socio-Cultural Theory; Social Constructivism; Social Learning Theory; Critical Literacy Theory; Critical Race Theory; Multiliteracies Theory; Classroom Applications; Research Applications; Summary; Ideas for Discussion; Activities; 9. Cognitive-Processing Lenses (1960s-Present); General Characteristics of Cognitive-Processing Perspectives; Information-Processing Theories and Models; Gough's Model; LaBerge and Samuels's Automatic Information-Processing Model.
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| 520 |
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▼a Widely adopted as an ideal introduction to the major models of reading, this text guides students to understand and facilitate children's literacy development. Coverage encompasses the full range of theories that have informed reading instruction and research, from classical thinking to cutting-edge cognitive, social learning, physiological, and affective perspectives. Readers learn how theory shapes instructional decision making and how to critically evaluate the assumptions and beliefs that underlie their own teaching.
|
| 530 |
|
▼a Issued also as a book.
|
| 538 |
|
▼a Mode of access: World Wide Web.
|
| 650 |
0
|
▼a Reading
▼x Philosophy
▼x History.
|
| 650 |
0
|
▼a Reading
▼x Research
▼x Methodology
▼x History.
|
| 650 |
0
|
▼a Reading, Psychology of
▼x History.
|
| 700 |
1
|
▼a Morrow, Lesley Mandel.
|
| 856 |
4
0
|
▼u https://oca.korea.ac.kr/link.n2s?url=http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1507777
|
| 945 |
|
▼a KLPA
|
| 991 |
|
▼a E-Book(소장)
|
