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|A Tribute to the Diva of Scientifically Based Instruction||p. 1|
|Taking a Long View of Reading Development||p. 11|
|Research on Students with Reading Disabilities||p. 33|
|Lessons from the Reading Reform Field||p. 52|
|The Word Games||p. 72|
|The Role of Word Meanings in Comprehension||p. 92|
|What Is a Good Question?||p. 112|
|Developing a Model of Quality Talk about Literary ... MORE||p. 142|
|Collaborative Reasoning about a Science and Public Policy Issue||p. 170|
|Comprehension Processes and Classroom Contexts||p. 194|
|Understanding the Word-Level Features of Texts for Student Who Depend on Schools to Become Literate||p. 207|
|Text in the Science Classroom: Promoting Engagement to Facilitate Conceptual Change||p. 232|
|Literacy in the Digital World: Comprehending and Learning from Multiple Sources||p. 257|
|The Work of Constructing Connections between Research and Practice: What We Can Learn from Isabel L. Beck||p. 285|
|Decoding, Vocabulary, and Comprehension: The Golden Triangle of Reading Skill||p. 291|
|Another Side of Isabel||p. 304|
|Table of Contents provided by Ingram. All Rights Reserved.|
Margaret G. McKeown, PhD, is Clinical Professor of Education and Senior Scientist at the Learning Research and Development Center, University of Pittsburgh. Her work covers the areas of learning, instruction, and teacher professional development in reading comprehension and vocabulary.
Linda Kucan, PhD, is Assistant Professor of Reading Education in the Department of Instruction and Learning at the University of Pittsburgh. Her interests include teacher education, classroom discourse about text, the design of meaningful and motivating tasks to support comprehension of text, and vocabulary instruction.