Open Court Reading: Level 4

Children's Books

Pressley, Michael

Adams, Marilyn Jager

Scardamalia, Marlene

McKeough, Anne

Bereiter, Carl.

Campione, Joe, Ph.D.

Carruthers, Iva

Hirshberg, Jan

Roit, Marsha, Ph.D.

Treadway, Gerald H., Jr.

Education & Reference

Open Court Classics will challenge students to improve their higher-order thinking skills, language skills, and reading comprehension, while giving them the chance to read some of the finest examples of literature for young people. The selections for the program were developed using E.D. Hirsch's Core Knowledge series, Accelerated Reader lists, and input from teachers and gifted and talented students. The program is flexibly designed with lessons that encourage independent study. Each grade level contains just three easy-to-use components and is easily adaptable for both the teacher's and students' needs.

Open Court Classics

Kaplan, Sandra N.

Literature & Fiction

Open Court Classics will challenge students to improve their higher-order thinking skills, language skills, and reading comprehension, while giving them the chance to read some of the finest examples of literature for young people. The selections for the program were developed using E.D. Hirschs Core Knowledge series, Accelerated Reader lists, and input from teachers and gifted and talented students. The program is flexibly designed with lessons that encourage independent study. Each grade level contains just three easy-to-use components and is easily adaptable for both the teachers and students needs.

Open Court Classics: Level 3

For some time now, the study of cognitive development has been far and away the most active discipline within developmental psychology. Although there would be much disagreement as to the exact proportion of papers published in developmental journals that could be considered cognitive, 50% seems like a conservative estimate. Hence, a series of scholarly books devoted to work in cognitive development is espe cially appropriate at this time The Springer Series in Cognitive Development contains two basic types of books, namely, edited collections of original chapters by several authors, and original volumes written by one author or a small group of authors. The flagship for the Springer Series is a serial publication of the "advances" type, carrying the subtitle Progress in Cognitive Development Research. Each volume in the Progress sequence is strongly thematic, in that it is limited to some well-defined domain of cognitive developmental research (e. g. , logical and mathematical development, development of learning). All Progress volumes will be edited collections. Editors of such collec tions, upon consulting with the Series Editor, may elect to have their books pub lished either as contributions to the Progress sequence or as separate volumes. All books written by one author or a small group of authors are being published as separate volumes within the series. A fairly broad definition of cognitive development is being used in the selection of books for this series.

Memory Development Between 2 and 20 (Springer Series in Cognitive Development)

Medical Books

SCHNEIDER, WOLFGANG

Psychology

Springer

Book by Pressley, Michael, McCormick, Christine B.

Advanced Educational Psychology for Educators, Researchers, and Policymakers

Science & Math

McCormick, Christine B.

Behavioral Sciences

Allyn&Bacon

This text aims to teach students the principles of educational psychology through a base of solid research. The text encourages critical thinking and therefore integrates a theme of "promoting good information processing" which will help students build and use strategic knowledge, develop metacognative abilities, acquire knowledge of the world and its cultures, and stay motivated.

Educational Psychology: Learning, Instruction, Assessment

Education & Teaching

Schools & Teaching

Designed for upper division courses in learning, this text provides educators with knowledge essential for informed decision making. It focuses on the most recent research in educational psychology and examines the subject matter from strategic knowledge-based, metacognitive, motivational and biological perspectives. The book surveys current thinking on cognition and instruction, especially pertaining to maths, science, writing and reading and features up-to-date views on assessment and individual differences. Along with important traditional theories and research, the text covers all of the key figures in contemporary educational psychology.

Cognition, Teaching, and Assessment

McCormick, Christine

Harpercollins College Div

Verbal Protocols of Reading: The Nature of Constructively Responsive Reading

Researchers from a variety of disciplines have collected verbal protocols of reading as a window on conscious reading processes. Because such work has occurred in different disciplines, many who have conducted verbal protocol analyses have been unaware of the research of others. This volume brings together the existing literature from the various fields in which verbal protocols of reading have been generated. In so doing, the authors provide an organized catalog of all conscious verbal processes reported in studies to date -- the most complete analysis of conscious reading now available in the literature.   When the results of all of the studies are considered, there is clear support for a number of models of reading comprehension including reader response theories, schema perspectives, executive processing models, and bottom-up approaches such as the one proposed by van Dijk and Kintsch. The summary of results also demonstrates that none of the existing models goes far enough. Thus, a new framework -- constructively responsive reading -- is described. This new model encompasses reader response, schematic and executive processing, and induction from word- and phrase-level comprehension to higher-order meaning. The important concept in this new model is that readers respond to bits and pieces of text as they are encountered, all as part of the overarching goal of constructing meaning from text.  This volume also includes a critical review of the thinking aloud methodology as it has been used thus far. This examination suggests that it continues to be an immature methodology, and that much work is needed if a complete theory of conscious processing during reading is to be developed via verbal protocol analysis. Finally, after reviewing what has been accomplished to date, the authors provide extensive discussion of the work that remains to be done and the adequacy of the verbal protocol methodology for permitting telling conclusions about text processing.

Afflerbach, Peter

Reference

Routledge

Researchers from a variety of disciplines have collected verbal protocols of reading as a window on conscious reading processes. Because such work has occurred in different disciplines, many who have conducted verbal protocol analyses have been unaware of the research of others. This volume brings together the existing literature from the various fields in which verbal protocols of reading have been generated. In so doing, the authors provide an organized catalog of all conscious verbal processes reported in studies to date - the most complete analysis of conscious reading now available in the literature. When the results of all of the studies are considered, there is clear support for a number of models of reading comprehension including reader response theories, schema perspectives, executive processing models, and bottom-up approaches such as the one proposed by van Dijk and Kintsch. The summary of results also demonstrates that none of the existing models goes far enough. Thus, a new framework - constructively responsive reading - is described. This new model encompasses reader response, schematic and executive processing, and induction from word- and phrase-level comprehension to higher-order meaning. The important concept in this new model is that readers respond to bits and pieces of text as they are encountered, all as part of the overarching goal of constructing meaning from text. This volume also includes a critical review of the thinking aloud methodology as it has been used thus far. This examination suggests that it continues to be an immature methodology, and that much work is needed if a complete theory of conscious processing during reading is to be developed via verbal protocol analysis.

Words, Language & Grammar

Memory Development Between Two and Twenty

In this volume, two scholars with different but complementary interests in memory and cognitive development present a careful overview of the field of memory development from the perspective of their theory of good strategy use. In addition to treating broad topics of general interest, such as knowledge, cognitive capacity, and metamemory, the text also examines controversial issues surrounding the development of children's memory--particularly eyewitness memory. The result is a coherent statement about memory development accompanied by commentary on the study of memory development, plus applications of the theory and research in the area. This book is intended for advanced undergraduate and graduate students as well as researchers and other professionals interested in child and adolescent memory.

Politics & Social Sciences

Philosophy

Psychology Press

See the best price to sell, buy, or rent books by Pressley, Michael. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Pressley, Michael