SOWA OPAC : Katalog księgozbioru Biblioteki Akademii Bialskiej im. Jana Pawła II

7 wyników

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Teaching the Brain to Read : Strategies for Improving Fluency, Vocabulary and Comprehension / Judy Willis. - Alexandria, Va. : Association for Supervision and Curriculum Development, 2008. - XIV, 176 s. ; 23 cm.

Autor

Willis Judy.

Forma i typ

Książki

Temat

MÓZG CZYTANIE

Słowo kluczowe: reading brain physiology

Bibliogr., index.

Reading comes easily to some students, but many struggle with some part of this complex process that requires many areas of the brain to operate together through an intricate network of neurons. As a classroom teacher who has also worked as a neurologist, Judy Willis offers a unique perspective on how to help students not only learn the mechanics of reading and comprehension, but also develop a love of reading. She shows the importance of establishing a nonthreatening environment and provides teaching strategies that truly engage students and help them build phonemic awareness; manipulate patterns to improve reading skills; improve reading fluency; combat the stress and anxiety that can inhibit reading fluency; increase vocabulary; overcome reading difficulties that can interfere with comprehension. By enriching your understanding of how the brain processes language, emotion, and other stimuli, this book will change the way you understand and teach reading skills and help all your students become successful readers.

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Biblioteka Główna. Czytelnie

Egzemplarze są dostępne wyłącznie na miejscu w bibliotece: sygn. 13923.XXIV.14.2 [Czytelnia A] (1 egz.)

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Psychology of reading / Keith Rayner, Alexander Pollatsek, Jane Ashby, Charles Clifton Jr. - 2nd ed. - New York, NY : Psychology Press, 2012. - VIII, 486 s. : ill. ; 26 cm.

Autor

Rayner Keith. Pollatsek Alexander. Ashby Jane. Clifton Charles Jr.

Forma i typ

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Temat

Reading, Psychology of. Reading. CZYTANIE

Słowo kluczowe: reading psychology reading comprehension

Includes bibliographical references (p. [405]-462) and indexes.

Reading is a highly complex skill that is prerequisite to success in many societies in which a great deal of information is communicated in written form. Since the 1970s, much has been learned about the reading process from research by cognitive psychologists. This book summarizes that important work and puts it into a coherent framework. The book’s central theme is how readers go about extracting information from the printed page and comprehending the text. Like its predecessor, this thoroughly updated 2nd Edition encompasses all aspects of the psychology of reading with chapters on writing systems, word recognition, the work of the eyes during reading, inner speech, sentence processing, discourse processing, learning to read, dyslexia, individual differences and speed reading.

dostępna w czytelni

1 placówka posiada w zbiorach tę pozycję. Rozwiń informację, by zobaczyć szczegóły.

Biblioteka Główna. Czytelnie

Egzemplarze są dostępne wyłącznie na miejscu w bibliotece: sygn. 15599.XXIV.14.10 [Czytelnia A] (1 egz.)

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Psycholinguistic and socio-cultural perspectives on native and foreign language reading / Liliana Piasecka. - Opole : Wydawnictwo Uniwersytetu Opolskiego, 2008. - 242 s. : il. ; 24 cm.

(Studia i Monografie / Uniwersytet Opolski ISSN 1233-6408 ; nr 411)

Autor

Piasecka Liliana.

Forma i typ

Książki

Temat

JĘZYK ANGIELSKI JĘZYK POLSKI CZYTANIE PSYCHOLINGWISTYKA

Słowo kluczowe: linguistics psycholinguistics reading native language

Bibliogr. s. 217-230. Indeks.

Reading in the native and consequently in a foreign language is related not only to how well we know the language but also to a whole gamut such factors as language aptitude, reading motivation, reading strategies, learning styles, personality, reading anxiety, gender, attitude to reading, dyslexia, socio-economic status of the family or home environment. Fluent reading in a foreign language is connected with fluent native language reading and both depend on proficiency in a given language, but also on language talent, parent’s education and employment and – very important – access to the classic writings of Polish literature and the use of the Internet in order to get knowledge. Foreign text readers rely not only on the knowledge of the language but also on their general knowledge, experience and reading practices that are shaped by the world in which they live.

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Biblioteka Główna. Czytelnie

Egzemplarze są dostępne wyłącznie na miejscu w bibliotece: sygn. 9807.XXIV.14 [Czytelnia A] (1 egz.)

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Metacognition in literacy learning : theory, assessment, instruction, and professional development / edited by Susan E. Israel ... [et al.]. - Mahwah, N.J. : L. Erlbaum Associates, 2005. - xxi, 440 p. : ill. ; 24 cm.

Autor

Israel Susan E.

Forma i typ

Książki

Temat

Reading. Reading, Psychology of. Metacognition in children. PAMIĘĆ CZYTANIE

Słowo kluczowe: literacy children learning metacognition psychology reading

Includes bibliographical references and indexes.

This volume provides the first comprehensive, research-based examination of metacognition in literacy learning. Bringing together research findings from reading, linguistics, psychology, and education, it is logically organized as follows: Part I provides the theoretical foundation that supports the teaching of metacognition; Parts II and III provide new methods for metacognitive assessment and instruction in literacy contexts at all grade levels; and Part IV provides new information on integrating metacognition into professional development programs.

dostępna w czytelni

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Biblioteka Główna. Czytelnie

Egzemplarze są dostępne wyłącznie na miejscu w bibliotece: sygn. 15594.XXIV.14 [Czytelnia A] (1 egz.)

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O sprawności czytania w nauczaniu języka obcego / Halina Chodkiewicz. - Warszawa : Wydawnictwa Szkolne i Pedagogiczne, 1986. - 162, [1] s. ; 21 cm.

Autor

Chodkiewicz Halina (1950- ).

Forma i typ

Książki

Temat

CZYTANIE JĘZYKI UCZENIE SIĘ

dostępna w czytelni

1 placówka posiada w zbiorach tę pozycję. Rozwiń informację, by zobaczyć szczegóły.

Biblioteka Główna. Czytelnie

Egzemplarze są dostępne wyłącznie na miejscu w bibliotece: sygn. 5105.V.8 [Czytelnia A] (1 egz.)

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Explaining individual differences in reading : theory and evidence / edited by Susan A. Brady, David Braze, Carol A. Fowler. - New York : Psychology Press, 2011. - XXXIII, 257 p. : ill. ; 24 cm.

(New directions in communication disorders research)

Autor

Brady Susan A. Braze David. Fowler Carol A.

Forma i typ

Książki

Temat

Reading disability. Reading Phonology. PSYCHOLOGY / General bisacsh. PSYCHOLOGY / Neuropsychology bisacsh. CZYTANIE

Słowo kluczowe: phonology reading disability

Includes bibliographical references and indexes.

Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory. The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development. The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading.

dostępna w czytelni

1 placówka posiada w zbiorach tę pozycję. Rozwiń informację, by zobaczyć szczegóły.

Biblioteka Główna. Czytelnie

Egzemplarze są dostępne wyłącznie na miejscu w bibliotece: sygn. 15684.XXIV.14.2 [Czytelnia A] (1 egz.)

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Children's comprehension problems in oral and written language : a cognitive perspective / edited by Kate Cain and Jane Oakhill. - New York : Guilford Press, c2008. - XVIII, 302 s. : ill. ; 24 cm.

(Challenges in Language and Literacy)

Autor

Cain Kate. Oakhill Jane.

Forma i typ

Książki

Temat

Reading disability. Reading comprehension. Language disorders in children Cognition disorders in children. CZYTANIE ze ZROZUMIENIEM CZYTANIE

Słowo kluczowe: reading difficulties disorders children reading comprehension

Includes bibliographical references and index.

Comprehension is the ultimate aim of reading and listening. How do children develop the ability to comprehend written and spoken language, and what can be done to help those who are having difficulties? This book presents cutting-edge research on comprehension problems experienced by children without any formal diagnosis as well as those with specific language impairment, autism, ADHD, learning disabilities, hearing impairment, head injuries, and spina bifida. Providing in-depth information to guide research and practice, chapters describe innovative assessment strategies and identify important implications for intervention and classroom instruction. The book also sheds light on typical development and the key cognitive skills and processes that underlie successful comprehension.

dostępna w czytelni

1 placówka posiada w zbiorach tę pozycję. Rozwiń informację, by zobaczyć szczegóły.

Biblioteka Główna. Czytelnie

Egzemplarze są dostępne wyłącznie na miejscu w bibliotece: sygn. 15580.XXIV.14.2 [Czytelnia A] (1 egz.)