Literaturnachweis - Detailanzeige
| Autor/in | Afflerbach, Peter |
|---|---|
| Titel | Teaching readers (not reading). Moving beyond skills and strategies to reader-focused instruction. |
| Quelle | New York: The Guilford Press (2022), X, 190 S. |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9781462548613 (Taschenbuch); 9781462548620 (gebundene Ausgabe) |
| Schlagwörter | Reading (Elementary); Reading (Middle school); Reading, Psychology of; EDUCATION / Teaching Methods & Materials / Language Arts; EDUCATION / Secondary; Bildungstheorie; Bildungspraxis |
| Abstract | Teaching reading or teaching readers? : moving beyond a focus on strategies and skills -- Why teaching readers is different from teaching reading -- Experiencing cognition, affect, and conation in our reading -- Critical concepts : definitions and descriptions -- Teaching readers : a history of knowing better than we are doing -- Testing, the media, and the "science of reading" -- Introduction to the "other" factors that matter in students' reading development and achievement -- Metacognition, executive functioning, and mindfulness -- Self-efficacy -- Motivation and engagement -- Attributions and growth mindsets -- Epistemology and epistemic beliefs -- Conclusions -- Appendix. Healthy readers profile. "Reading instruction is too often grounded in a narrowly defined "science of reading" that focuses exclusively on cognitive skills and strategies. Yet cognition is just one aspect of reading development. This book guides K-8 educators to understand and address other scientifically supported factors that influence each student's literacy learning, including metacognition, motivation and engagement, social-emotional learning, self-efficacy, and more. Peter Afflerbach uses classroom vignettes to illustrate the broad-based nature of student readers' growth, and provides concrete suggestions for instruction and assessment. The book's utility is enhanced by end-of-chapter review questions and activities and a reproducible tool, the Healthy Readers Profile, which can be downloaded and printed in a convenient 8 1/2" x 11" size. Key Word/Subject Areas: literacy methods, elementary, middle, individual differences, motivation, engagement, metacognition, executive functions, mindfulness, growth mindsets, development, sciences of, social-emotional learning, teachers, student-centered, balanced, struggling readers, Healthy Readers Profile, specialist certification Audience: Classroom teachers, literacy specialists and coaches, and staff developers in grades K-8; teacher educators and students"--Provided by publisher.; "Reading instruction is too often grounded in a narrowly defined "science of reading" that focuses exclusively on cognitive skills and strategies. Yet cognition is just one aspect of reading development. This book guides K-8 educators to understand and address other scientifically supported factors that influence each student's literacy learning, including metacognition, motivation and engagement, social-emotional learning, self-efficacy, and more. Peter Afflerbach uses classroom vignettes to illustrate the broad-based nature of student readers' growth, and provides concrete suggestions for instruction and assessment. The book's utility is enhanced by end-of-chapter review questions and activities and a reproducible tool, the Healthy Readers Profile, which can be downloaded and printed in a convenient 8 1/2" x 11" size. "--Provided by publisher. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2022/4/12 |
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