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Cognition, Curriculum, and Comprehension [microform] / John T. Guthrie, Ed
Bib ID 5340376
Format BookBook, MicroformMicroform, OnlineOnline
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1977 
312 p. 
Summary

The papers in this volume were initially presented at a seminar on the development of reading comprehension, which explored basic research and the teaching of reading comprehenison. Researchers in cognitive psychology and psycholinguistics and experts in curriculum design in reading gave presentations and reacted to one another's ideas. Each researcher commented on the paper of one curriculum designer and vice versa. Specific topics discussed include developmental parameters of reading comprehension; language comprehension and fast decoding; purpose in reading; syntax, semantics, and reading; the development of child language research; comprehension during the acquisition of decoding skills; an applied behavior analysis approach to reading comprehension; design for developing comprehension skills; cognitive processes fundamental to reading instruction; exemplary reading programs; and reading comprehension processes and instruction. (AA)

Notes

Availability: International Reading Association, 800 Barksdale Road, Newark, Delaware 19711 (Order No. 520, $6.00 member, $8.50 non-member).

ERIC Note: See related document CS 003 723; A number of figures may not reproduce well due to small type.

Educational level discussed: Elementary Secondary Education.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Child Language.  |  Cognitive Processes.  |  Curriculum Design.  |  Decoding (Reading)  |  Elementary Secondary Education.  |  Language Research.  |  Psycholinguistics.  |  Reading Comprehension.  |  Reading Instruction.  |  Reading Programs.  |  Reading Research.  |  Semantics.  |  Syntax.
Form/genre Books.
Other authors/contributors Guthrie, John T., editor
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