Contemporary Perspectives on Cognition and Writing

Explores the historical context of cognitive studies, the importance to our field of studies in neuroscience, the applicability of habits of mind, and the role of cognition in literate development and transfer.

Author: Patricia Portanova

Publisher: CSU Open Press

ISBN: 1607328585

Category: Language Arts & Disciplines

Page: 368

View: 334

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Explores the historical context of cognitive studies, the importance to our field of studies in neuroscience, the applicability of habits of mind, and the role of cognition in literate development and transfer.

Pedagogical Perspectives on Cognition and Writing

By grounding this collection in ongoing interest in writing-related transfer, the role of metacognition in supporting successful transfer, and the habits of mind within the Framework for Success in Postsecondary Writing, Pedagogical ...

Author: J. Michael Rifenburg

Publisher: Parlor Press LLC

ISBN: 9781643172491

Category: Psychology

Page: 361

View: 544

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Pedagogical Perspectives on Cognition and Writing addresses a scholarly audience in writing studies, specifically scholars and teachers of writing, writing program administrators, and writing center scholars and administrators. Chapters focus on the place of cognition in threshold concepts, teaching for transfer, rhetorical theory, trauma theory, genre, writing centers, community writing, and applications of the Framework for Success in Postsecondary Writing. The 1980s witnessed a growing interest in writing studies on cognitive approaches to studying and teaching college-level writing. While some would argue this interest was simply of a moment, we argue that cognitive theories still have great influence in writing studies and have substantial potential to continue reinvigorating what we know about writing and writers. By grounding this collection in ongoing interest in writing-related transfer, the role of metacognition in supporting successful transfer, and the habits of mind within the Framework for Success in Postsecondary Writing, Pedagogical Perspectives on Cognition and Writing highlights the robust but also problematic potential cognitive theories of writing hold for how we research writing, how we teach and tutor writers, and how we work with community writers. Pedagogical Perspectives on Cognition and Writing includes a foreword by Susan Miller-Cochran and an afterword by Asao Inoue. Additional contributors include Melvin E. Beavers, Subrina Bogan, Harold Brown, Christine Cucciarre, Barbara J. D’Angelo, Gita DasBender, Tonya Eick, Gregg Fields, Morgan Gross, Jessica Harnisch, David Hyman, Caleb James, Peter H. Khost, William J. Macauley, Jr., Heather MacDonald, Barry M. Maid, Courtney Patrick-Weber, Patricia Portanova, Sherry Rankins-Robertson, J. Michael Rifenburg, Duane Roen, Airlie Rose, Wendy Ryden, Thomas Skeen, Michelle Stuckey, Sean Tingle, James Toweill, Martha A. Townsend, Kelsie Walker, and Bronwyn T. Williams.

Contemporary Perspectives on Reading and Spelling

Each paper in this volume provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling.

Author: Clare Wood

Publisher: Routledge

ISBN: 9781134004232

Category: Education

Page: 304

View: 687

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With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing. Each paper in this volume provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling. This book develops the argument for a need to incorporate less widely cited research into popular accounts of written language development and disability, challenging the idea that the development of a universal theory of written language development is attainable. The arguments within the book are explored in three parts: overarching debates in reading and spelling reading and spelling across languages written language difficulties and approaches to teaching. Opening up the existing debates, and incorporating psychological theory and the politics surrounding the teaching and learning of reading and spelling, this edited collection offers some challenging points for reflection about how the discipline of psychology as a whole approaches the study of written language skills. Highlighting ground-breaking new perspectives, this book forms essential reading for all researchers and practitioners with a focus on the development of reading and spelling skills.

America s Critical Thinking Crisis

In Portanova, P., Rifenburg, J.M., & Roen, D. (Ed.), Contemporary perspectives on cognition and writing, 3–18. WAC Clearinghouse. 61 Meade, M. (2017).

Author: Steven J. Pearlman

Publisher: Steven J. Pearlman

ISBN: 9781735942216

Category: Education

Page: 170

View: 965

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Even though 95% of Americans consider critical thinking an essential skill that schools should teach, our students’ problem-solving skills rank among the lowest in the world. Students actually show lower brain activity in class than while watching TV or sleeping, and most college students, as well as half of American adults, fail critical thinking tests. But why? Written by an expert who trains educators and executives, America’s Critical Thinking Crisis shows that the problem doesn’t fall on educators or Gen Z, but on a fundamentally flawed conception of what education means. Drawing on neuroscience, psychology, and educational research, it demonstrates how we can create legions of divergent thinkers and problem solvers by tapping the hardwiring that innately makes children think all the time, in all areas of life – just not so much in school. Pearlman’s timely book is an essential text for understanding why our students don’t think critically. It also demonstrates what education should be and how it could transform our students and our culture. The book is a needed addition to the library of any educator or parent, or just anyone concerned about the direction our culture is headed. Chris Hakala Director, Center for Excellence in Teaching, Learning, and Scholarship Springfield College Pearlman calls us to reimagine our education system as a whole and redefine what it means to teach and learn. We must understand that reason and critical thinking should be the primary outcomes of any quality education. America’s Critical Thinking Crisis speaks to us with urgency, and calls educators at every level to rethink, revise, and repurpose our work. Heeding Pearlman’s call may well be our only existential hope. Matthew Bristow-Smith 2019 North Carolina Principal of the Year Principal, Edgecombe Early College High School Pearlman's America’s Critical Thinking Crisis is a book written by a true college classroom pedagogue--one who eats, breathes, sleeps, and, for all I know, smokes college pedagogy as well. Filled with quirky asides, the book is flush with ideas about learning that only someone who has spent a life at the lectern (and deconstructing "the lectern") could imagine. Easygoing in its tone and passionate in its commitments, the book is strongly recommended for all of those dismayed at the state of American higher education and willing to get their hands dirty to fix it anew. Dr. Jacques Berlinerblau Author of Campus Confidential Professor, Georgetown University Helping students develop critical thinking is at the core of what most educators and society see as the essential role of higher education. In clear prose and with a dose of dark humor, Pearlman eviscerates current practices and lays out the urgent necessity for change. He also suggests strategies that could actually work, strategies that must become part of ongoing conversations in every facet of our society. Anton Tolman, Ph.D., Co-author, Why Students Resist Learning

Teaching Mindful Writers

“Attending to Phenomenology: Rethinking Cognition and Reflection in North American Writing Studies.” In Contemporary Perspectives on Cognition and Writing, ...

Author: Brian Jackson

Publisher: University Press of Colorado

ISBN: 9781607329374

Category: Language Arts & Disciplines

Page: 298

View: 227

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Teaching Mindful Writers introduces new writing teachers to a learning cycle that will help students become self-directed writers through planning, practicing, revising, and reflecting. Focusing on the art and science of instructing self-directed writers through major writing tasks, Brian Jackson helps teachers prepare students to engage purposefully in any writing task by developing the habits of mind and cognitive strategies of the mindful writer. Relying on the most recent research in writing studies and learning theory, Jackson gives new teachers practical advice about setting up writing tasks, using daily writing, leading class discussions, providing feedback, joining teaching communities, and other essential tools that should be in every writing teacher’s toolbox. Teaching Mindful Writers is a timely, fresh perspective on teaching students to be self-directed writers.

Reformers Teachers Writers

In Contemporary Perspectives on Cognition and Writing, edited by Patricia Portanova, J. Michael Rifenburg, and Duane Roen, 39–55.

Author: Neal Lerner

Publisher: University Press of Colorado

ISBN: 9781607328810

Category: Language Arts & Disciplines

Page: 179

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In Reformers, Teachers, Writers, Neal Lerner explores the distinction between curriculum and pedagogy in writing studies—and the ways in which failing to attend to that distinction results in the failure of educational reform. Lerner’s mixed-methods approach—quantitative, qualitative, textual, historical, narrative, and theoretical—reflects the importance and effects of curriculum in a wide variety of settings, whether in writing centers, writing classrooms, or students’ out-of-school lives, as well as the many methodological approaches available to understand curriculum in writing studies. The richness of this approach allows for multiple considerations of the distinction and relationship between pedagogy and curriculum. Chapters are grouped into three parts: disciplinary inquiries, experiential inquiries, and empirical inquiries, exploring the presence and effect of curriculum and its relationship to pedagogy in multiple sites, both historical and contemporary, and for multiple stakeholders. Reformers, Teachers, Writers calls out writing studies’ inattention to curriculum, which hampers efforts to enact meaningful reform and to have an impact on larger conversations about education and writing. The book will be invaluable to scholars, teachers, and administrators interested in rhetoric and composition, writing studies, and education.

A Responsive Rhetorical Art

Perspectives on Activity Theory: Learning in Doing: Social, Cognitive, ... Cognitive Rhetoric Offer Us?” Contemporary Perspectives on Cognition and Writing, ...

Author: Elenore Long

Publisher: University of Pittsburgh Press

ISBN: 9780822986447

Category: Language Arts & Disciplines

Page: 312

View: 971

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A Responsive Rhetorical Art explores the risk-ridden realm of wise if always also fallible rhetorical action—the productive knowledge building required to compose and to leverage texts, broadly construed, for the purposes of public life marked by shrinking public resources, cultural conflict, and deferred hope. Here, composition and literacy learning hold an important and distinctive cultural promise: the capacity to invent with other people new ways forward in light of their own interests and values and in the face of obstacles that could not have otherwise been predicted. Distributed across publicly situated strangers, including citizen-educators, this work engages a persistent challenge of early rhetorical uptake in public life: that what might become public and shared is often tacit and contested. The book’s approach combines attention to local cases (with a transnational student organization, the Nipmuck Chaubunagungamaug, and the South Sudanese diaspora in Phoenix) with a revisable guide for taking up wise action and methods for uncovering elusive institutional logics.

Psychology

THE MOST CURRENT RESEARCH The book covers the latest in evolutionary psychology and behavior genetics, ecological and evolutionary theories of learning, cross-cultural work in cognition, the latest neuroscience data (and its critiques), and ...

Author: Paul Okami

Publisher: Oxford University Press, USA

ISBN: 0199856613

Category: Psychology

Page: 769

View: 129

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Research-based but highly accessible, this fresh, contemporary, and engaging volume helps students appreciate the science of psychology and understand how its principles apply to their own lives. ~~~~~~~~~~~~~~ FEATURES CONTEMPORARY PERSPECTIVES, NOT JUST CONTEMPORARY REFERENCES Giving careful consideration to the field's historical foundations, Psychology: Contemporary Perspectives provides a unique balance of traditional and contemporary perspectives. This approach invites students to develop a modern appraisal of psychology. THE MOST CURRENT RESEARCH The book covers the latest in evolutionary psychology and behavior genetics, ecological and evolutionary theories of learning, cross-cultural work in cognition, the latest neuroscience data (and its critiques), and endophenotype research in the genetic causes of schizophrenia. CLEAR AND COMPELLING WRITING Exceptionally well written, Psychology: Contemporary Perspectives uses stories to help students connect with the principles of psychology. RICH PEDAGOGY All running features are integrated into the main body of the text, helping to maintain the flow of the narrative--and the attention of students! * "Freeze Frame" snapshots underscoring the theme of each chapter tell the compelling stories of real-life individuals. * "Living Psychology" applies psychology to students' everyday lives, helping them understand the benefits of what they are studying. * "Critical Thinking about Psychology" sections give students the tools they need in order to effectively and objectively interpret research. * "At the Forefront" highlights new and influential research in the field. CAREFULLY CRAFTED STUDY TOOLS Placing an emphasis on "review, retrieve, and learn," Psychology: Contemporary Perspectives takes a "back-to-basics" approach to study tools. * "In Summary" sections provide clear, concise chapter descriptions, offering students powerful tools for review. * "Retrieve!" questions encourage students to test their knowledge of what they have just read. Each question includes the page numbers on which the relevant material was first presented, aiding in additional review and reinforcing learning. AN EXCELLENT VALUE Oxford University Press USA, a department of the University of Oxford, is a not-for-profit publisher devoted to furthering the university's objective of excellence in research, scholarship, and education. Since accessible materials clearly support this mission, OUP USA uses a combination of not-for-profit status and financial discipline to offer course materials that generally cost students significantly less than those offered by commercial publishers. SUPERIOR SUPPLEMENTS We are proud to offer instructors and students a comprehensive set of ancillary resources. * Instructor's Ancillary Resource Center: Available online exclusively to adopters, this valuable resource features detailed chapter outlines, lecture suggestions and activities, discussion questions, video resources, and Web resources, along with a computerized test bank containing 1,400+ test questions. * Videos: Organized by chapter, these short contemporary video clips from YouTube are available for use as lecture starters and assignable class activities. * PowerPoint-Based Slides: Each chapter's slide deck includes a succinct chapter outline and incorporates relevant chapter graphics. * Course Cartridges: Available for a variety of learning management systems. * Instructor's Companion Website: The instructor's portion of the companion website--available to adopters--includes all the teaching tools described above, which are available for immediate download (www.oup.com/us/okami). * Online Homework: Oxford's Learning Management System delivers quality content and tools to track student progress in an intuitive, nationally hosted learning environment. Assessments are designed to accompany Psychology: Contemporary Perspectives and auto-graded so that instructors may check students' understanding without hours of grading. A color-coded gradebook shows instructors at a glance where their students are succeeding and where they need improvement; this allows instructors to adapt their lectures as needed at a moment's notice. For students, this means quality content and instant feedback. Oxford's Learning Management System features a streamlined interface that connects instructors and students with the functions that they perform most often, simplifying the learning experience in order to save instructors time and put students' progress first. (ISBN: 978-0-19-934982-1) * Free Online Student Study Guide: Offering a variety of learning and review tools, this free online resource includes comprehensive yet concise chapter outlines, visual concept maps, and approximately twenty-five multiple-choice questions per chapter.

Theories and Methods of Writing Center Studies

In P. Portanova, J. M. Rifenburg, & D. Roen (Eds.), Contemporary perspectives on cognition and writing (pp. 247–267). Fort Collins, CO: The WAC ...

Author: Jo Mackiewicz

Publisher: Routledge

ISBN: 9780429581861

Category: Language Arts & Disciplines

Page: 230

View: 267

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This collection helps students and researchers understand the foundations of writing center studies in order to make sound decisions about the types of methods and theoretical lenses that will help them formulate and answer their research questions. In the collection, accomplished writing center researchers discuss the theories and methods that have enabled their work, providing readers with a useful and accessible guide to developing research projects that interest them and make a positive contribution. It introduces an array of theories, including genre theory, second-language acquisition theory, transfer theory, and disability theory, and guides novice and experienced researchers through the finer points of methods such as ethnography, corpus analysis, and mixed-methods research. Ideal for courses on writing center studies and pedagogy, it is essential reading for researchers and administrators in writing centers and writing across the curriculum or writing in the disciplines programs.

Concepts in Composition

Theory and Practices in the Teaching of Writing Irene L. Clark ... A recently published book titled Contemporary Perspectives on Cognition and Writing ...

Author: Irene L. Clark

Publisher: Routledge

ISBN: 9780429685804

Category: Language Arts & Disciplines

Page: 466

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Concepts in Composition is designed to foster reflection on how theory impacts practice, allowing prospective teachers to assume the dual role of both teacher and student as they enter the discipline of Writing Studies and become familiar with some of its critical conversations. Now in its third edition, the volume offers up-to-date scholarship and a deeper focus on diversity, both in the classroom and in relation to Writing Studies and literacy more broadly. This text continues to offer a wealth of practical assignments, classroom activities, and readings in each chapter. It is the ideal resource for the undergraduate or graduate student looking to pursue a career in writing instruction.

Scientific Inquiry into Human Potential

Researchers, instructors, and graduate students of education, psychology, sociology, and biology will find this book not only historically informative but inspiring to their own ongoing research journeys, as well.

Author: David Yun Dai

Publisher: Routledge

ISBN: 9781000281675

Category: Education

Page: 284

View: 490

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Scientific Inquiry into Human Potential explores the intellectual legacy and contemporary understanding of scientific research on human intelligence, performance, and productivity. Across nineteen chapters, some of the most eminent scholars of learning and psychology recount how they originated, distinguished, measured, challenged, and adapted their theories on the nature and nurture of human potential over decades of scientific research. These accessible, autobiographical accounts cover a spectrum of issues, from the biological underpinnings and developmental nature of human potential to the roles of community, social interaction, and systematic individual differences in cognitive and motivational functioning. Researchers, instructors, and graduate students of education, psychology, sociology, and biology will find this book not only historically informative but inspiring to their own ongoing research journeys, as well.

Past Present and Future Contributions of Cognitive Writing Research to Cognitive Psychology

This volume tells the story of research on the cognitive processes of writing—from the perspectives of the early pioneers, the contemporary contributors, and visions of the future for the field.

Author: Virginia Wise Berninger

Publisher: Psychology Press

ISBN: 9781848729636

Category: Psychology

Page: 626

View: 602

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This volume tells the story of research on the cognitive processes of writing—from the perspectives of the early pioneers, the contemporary contributors, and visions of the future for the field. Writing processes yield important insights into human cognition, and is increasingly becoming a mainstream topic of investigation in cognitive psychology and cognitive neuroscience. Technological advances have made it possible to study cognitive writing processes as writing unfolds in real time. This book provides an introduction to these technologies. The first part of the volume provides the historical context for the significance of writing research for contemporary cognitive psychology and honors the pioneers in cognitive and social-cognitive research in this field. The book then explores the rapidly expanding work on the social foundations of cognitive processes in writing and considers not only gender differences but also gender similarities in writing. The third part presents a lifespan view of writing in early and middle childhood, adolescence, higher education, and the world of work. There follows an examination of the relationships of language processes –at the word, sentence, and text levels—to the cognitive processes in writing. Part V covers representative research on the cognitive processes of writing—translation and reviewing and revision—and the working memory mechanisms that support those processes. A review of the current technologies used to study these cognitive processes on-line as they happen in real time is provided. Part VII provides an introduction to the emerging new field of the cognitive neuroscience of writing made possible by the rapidly evolving brain imaging technologies, which are interpretable in reference to paradigms in cognitive psychology of writing. The final section of the book offers visions of the future of writing research from the perspective of contemporary leaders in writing research.

Scientific Inquiry into Human Potential

Researchers, instructors, and graduate students of education, psychology, sociology, and biology will find this book not only historically informative but inspiring to their own ongoing research journeys, as well.

Author: David Yun Dai

Publisher: Routledge

ISBN: 9781000281552

Category: Education

Page: 284

View: 840

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Scientific Inquiry into Human Potential explores the intellectual legacy and contemporary understanding of scientific research on human intelligence, performance, and productivity. Across nineteen chapters, some of the most eminent scholars of learning and psychology recount how they originated, distinguished, measured, challenged, and adapted their theories on the nature and nurture of human potential over decades of scientific research. These accessible, autobiographical accounts cover a spectrum of issues, from the biological underpinnings and developmental nature of human potential to the roles of community, social interaction, and systematic individual differences in cognitive and motivational functioning. Researchers, instructors, and graduate students of education, psychology, sociology, and biology will find this book not only historically informative but inspiring to their own ongoing research journeys, as well.

Collaborative Creativity

The contributors to this volume adopt a socio-cultural approach to understanding collaborative creativity across a wide range of domains such as music composition, business, school-based creative writing and art, fashion design, theatre ...

Author: Dorothy Miell

Publisher: Free Assn Books

ISBN: UOM:39015059257850

Category: Social Science

Page: 218

View: 376

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The contributors to this volume adopt a socio-cultural approach to understanding collaborative creativity across a wide range of domains such as music composition, business, school-based creative writing and art, fashion design, theatre production and web-based academic collaborations. Central to the socio-cultural approach to creativity is the recognition that it is a fundamentally social process. It thus follows that, if we are to understand and characterize human creativity, we need to examine the cultural, institutional and interpersonal contexts that support and sustain such activity. We also need to understand how cultural tools and technologies resource collaborative creativity. The volume offers a distinctive and valuable contribution to this growing field of scholarship by presenting new empirical findings, reviews and critiques of existing literature together with suggestions for how this field should develop.

Contemporary Perspectives on Early Childhood Curriculum

Experimental Reading and Writing Stage usually occurs in kindergarten when young ... apply cognitive and metacognitive strategies in reading and writing; ...

Author: Olivia Saracho

Publisher: IAP

ISBN: 9781607528012

Category: Education

Page: 293

View: 332

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Over the years, educational scholars have proposed different conceptions of the curriculum. It is as if each scholar, researcher, university educator, and practitioner has developed her or his own personal definition. Unfortunately, there is no one single definition that everybody has agreed upon. Table 1 presents a sample of these definitions. A universal definition for curriculum may continue to be elusive and may even change through the years to address changes in the social forces and changes in related school goals. Nonetheless, the approach in curriculum development is consistent. Curriculum developers establish goals, develop experiences, designate content, and evaluate experiences and outcomes. Most curriculum developers consistently use such terms as curriculum planning, curriculum development, curriculum implementation, and curriculum evaluation, and many others to describe curriculum related activities. Unfortunately, without a consistent definition of curriculum, it is difficult for the curriculum developers to identify what it is that needs to be planned, developed, implemented, or evaluated. If curriculum developers rely on the curriculum experts’ definitions, they will find that their definitions identify a product, a program, determine goals and objectives, and learner experiences. However, its heterogeneity may be inspiring if curriculum developers rely on the components of each definition that depict the richness of the field, which in turn, can provide a foundation for contemporary content, concepts, and creativity. A curriculum is an anthology of learning experiences, conceived and arranged based on a program’s educational goals and the community’s social forces. Each curriculum manifests an image of what children "ought to be and become" (Biber, 1984, p. 303) grounded on the awareness of social values and a system that interprets those values into experiences for learners. The concept of curriculum, as a distinctive domain of study within education, arose from the demand to arrange, organize, and translate such awareness into educational programs of study. It integrates the historical study of the goals and content of schooling, analyses of curriculum documents, and analyses of the children’s experiences in school. The first formal curriculum text was published in 1918 (Bobbit, 1918), although in the United States contemporary curriculum study goes back to the early 1890's, when lead committees challenged the form and structure of public schooling. Presently curriculum development is fundamental at all educational levels.

The Embodied Playbook

With Patricia Portanova and Duane Roen, he coedited Contemporary Perspectives on Cognition and Writing (WAC Clearinghouse, 2017). He tweets writing, sports, ...

Author: J. Michael Rifenburg

Publisher: University Press of Colorado

ISBN: 9781607326892

Category: Language Arts & Disciplines

Page: 188

View: 682

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The Embodied Playbook discovers a new approach to understanding student literacy in a surprising place: the university athletics department. Through analysis of a yearlong case study of the men’s basketball team at the University of North Georgia, J. Michael Rifenburg shows that a deeper and more refined understanding of how humans learn through physical action can help writing instructors reach a greater range of students. Drawing from research on embodiment theory, the nature and function of background knowledge, jazz improvisation, and other unexpected domains, The Embodied Playbook examines a valuable but unexplored form of literacy: the form used by student-athletes when learning and using scripted plays. All students’ extracurricular prior knowledge is vital for the work they undertake in the classroom, and student-athletes understand the strengths and constraints of written text much as they understand the text of game plays: through embodying text and performing it in a competitive space. The book focuses on three questions: What are plays and what do they do? How do student-athletes learn plays? How can teachers of composition and rhetoric better connect with student-athletes? The Embodied Playbook reveals the literacy of the body as a rich and untapped resource for writing instruction. Given the numbers of students who are involved in athletics, whether intramural, community-related, or extracurricular, Rifenburg’s conclusions hold important implications not only for how we define literacy but also for how writing programs can serve all of their students most effectively.

Navigating Challenges in Qualitative Educational Research

... Playbook: Writing Practices of Student-Athletes (Utah State University Press, 2018) and co-edited Contemporary Perspectives on Cognition and Writing ...

Author: Todd Ruecker

Publisher: Routledge

ISBN: 9780429509247

Category: Education

Page: 224

View: 593

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How do education researchers navigate the qualitative research process? How do they manage and negotiate myriad decision points at which things can take an unexpected – and sometimes problematic – turn? Whilst these questions are relevant for any research process, the specific issues qualitative researchers face can have impactful repercussions, that if managed adeptly, can lead to successful and even new research opportunities. Navigating Challenges in Qualitative Educational Research includes narratives that provide real world experiences and accounts of how researchers navigated problematic situations, as well as their considerations in doing so. These contributions give students and researchers a chance to understand the possibilities of research challenges and better prepare for these eventualities and how to deal with them. Providing educative windows into the challenges and missteps even seasoned researchers face along the way, this book is an invaluable resource for graduate students and early career qualitative researchers, particularly those who are interested in education.

Contemporary Perspectives on Reading and Spelling

Reading and Writing, 11, 489–503. Cain, K., & Oakhill, J. (2006). 'Profiles of children with specific reading ... Memory and Cognition, 29, 850–859.

Author: Clare Wood

Publisher: Routledge

ISBN: 9781134004249

Category: Education

Page: 304

View: 856

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With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing. Each paper in this volume provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling. This book develops the argument for a need to incorporate less widely cited research into popular accounts of written language development and disability, challenging the idea that the development of a universal theory of written language development is attainable. The arguments within the book are explored in three parts: overarching debates in reading and spelling reading and spelling across languages written language difficulties and approaches to teaching. Opening up the existing debates, and incorporating psychological theory and the politics surrounding the teaching and learning of reading and spelling, this edited collection offers some challenging points for reflection about how the discipline of psychology as a whole approaches the study of written language skills. Highlighting ground-breaking new perspectives, this book forms essential reading for all researchers and practitioners with a focus on the development of reading and spelling skills.