The causes of high and low reading achievement
Describes factors that cause some students to have low reading achievement & others to have high reading achievement, and discusses what educators can do to increase reading achievement. For reading researchers & grad students in reading research.
xii, 443 Seiten : Illustrationen ; 24 cm
9780805835298, 0805835296
247849135
Contents: Preface. Acknowledgments. Part I: The First Part. The Causal Model. Context for the Causal Model. Part II: Theoretical Constructs. Efficiency Level, EL. (L is subscript) Accuracy Level, AL. (L is subscript) Rate Level, RL. (L is subscript) Verbal Level, VL. (L is subscript) Pronunciation Knowledge Level, PL. (L is subscript) Cognitive Speed Level, CS. (S is subscript) Part III: The Proximal Causes. Two Causes of Efficiency Level. Two Causes of Accuracy Level. Two Causes of Rate Level. Two Causes of Verbal Level. Two Causes of Pronunciation Level. Two Causes of Cognitive Speed Level. Part IV: General Research Evidence. Lower-Grade Readers. Middle-Grade Readers. Adult Readers. Part V: Disabled Readers. The Rauding Diagnostic System. Research on Dyslexia and Disabilities. Part VI: Three Non-Causal Factors. Intelligence and Reading. Volume of Reading. Whole Language Approach. Part VII: The Last Part. The Rauding Approach. Summary and Conclusions. Appendices: The Earlier Constructs of Rauding Theory. The Three Laws of Rauding Theory. The Equations of Rauding Theory. Conversions Among Units of Rauding Rate. List of Numbered Equations.