Handbook of Reading Research, Volume V
Giới thiệu về sách điện tử này
Bringing the field authoritatively and comprehensively up-to-date since the publication of the Handbook of Reading Research, Volume IV, this volume presents multiple perspectives that will facilitate new research development, tackling topics including:
- Diverse student populations and sociocultural perspectives on reading development
- Digital innovation, literacies, and platforms
- Conceptions of teachers, reading, readers, and texts, and the role of affect, cognition, and social-emotional learning in the reading process
- New methods for researching reading instruction, with attention to equity, inclusion, and education policies
- Language development and reading comprehension
- Instructional practices to promote reading development and comprehension for diverse groups of readers
Each volume of this handbook has come to define the field for the period of time it covers, and this volume is no exception, providing a definitive compilation of current reading research. This is a must-have resource for all students, teachers, reading specialists, and researchers focused on and interested in reading and literacy research, and improving both instruction and programs to cultivate strong readers and teachers.
Giới thiệu tác giả
Elizabeth Birr Moje is Dean of the School of Education, George Herbert Mead Collegiate Professor of Education, an Arthur F. Thurnau Professor, and a Faculty Associate in the Institute for Social Research and Latina/o Studies at the University of Michigan, USA.
Peter P. Afflerbach is Professor of Reading in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, USA.
Patricia Enciso is Professor of Literacy, Literature, and Equity Studies in the Department of Teaching and Learning at the College of Education and Human Ecology, and Faculty Associate in Latinx Studies, at The Ohio State University, USA.
Nonie K. Lesaux is Juliana W. and William Foss Thompson Professor of Education and Society at the Harvard Graduate School of Education, USA.
