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.
1 online resource (xii, 443 pages) : illustrations
9780585322162, 9781410605375, 9781135660260, 9781135660215, 9781135660253, 9781138866799, 0585322163, 141060537X, 1135660263, 1135660212, 1135660255, 1138866792
45843533
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
archive.org Free eBook from the Internet Archive
openlibrary.org Additional information and access via Open Library