LEADER 04399nam 22006255 450 001 9910410007403321 005 20230918075055.0 010 $a3-030-44195-4 024 7 $a10.1007/978-3-030-44195-1 035 $a(CKB)5280000000218711 035 $a(MiAaPQ)EBC6224956 035 $a(DE-He213)978-3-030-44195-1 035 $a(EXLCZ)995280000000218711 100 $a20200609d2020 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe Cognitive Foundations of Reading and Its Acquisition $eA Framework with Applications Connecting Teaching and Learning /$fby Wesley A. Hoover, William E. Tunmer 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (279 pages) 225 1 $aLiteracy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,$x2214-0018 ;$v20 311 $a3-030-44194-6 320 $aIncludes bibliographical references. 327 $aThe Rationale, Focus, Features , and uses of the Book -- Overview of the Cognitive Foundations Framework -- The Cognitive Foundations of Reading -- The Cognitive Foundations of Reading Acquisition -- Summary of the Cognitive Foundations Framework -- Understanding Reading Development and Difficulty -- Understanding Reading across Writing Systems -- Overview of the Main Tools used in Teaching Reading -- Standards and the Cognitive Foundations Framework -- Assessments and the Cognitive Foundations Framework -- Curriculum and Instruction and the Cognitive Foundations Framework -- Using the Cognitive Foundations Framework to Support Struggling Readers -- Using the Cognitive Foundations Framework to Create Coherence in Reading Practices. 330 $aThis book serves as a succinct resource on the cognitive requirements of reading. It provides a coherent, overall view of reading and learning to read, and does so in a relatively sparse fashion that supports retention. The initial sections of the book describe the cognitive structure of reading and the cognitive foundation upon which that structure is built. This is followed by discussions of how an understanding of these cognitive requirements can be used in practice with standards, assessments, curriculum and instruction, to advance the teaching of reading and the delivery of interventions for students who encounter difficulties along the way. The book focuses on reading in English as its exemplar, but shows how its framework can be adapted to understand the broad cognitive requirements for reading and learning to read in any phonologically-based orthography. It provides a way for reading professionals to think about reading and its development and gives them mechanisms that, coupled with such understanding, will help them link what children must know to become strong readers to what teaching can best provide through the competent use of available tools. In this way, the book will help reading professionals be both efficient and effective in what they provide all their students and be much better equipped to support those students who struggle to learn to read. . 410 0$aLiteracy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,$x2214-0018 ;$v20 606 $aLiteracy 606 $aPsycholinguistics 606 $aLearning, Psychology of 606 $aEducational psychology 606 $aLiteracy 606 $aPsycholinguistics and Cognitive Lingusitics 606 $aInstructional Psychology 606 $aEducational Psychology 615 0$aLiteracy. 615 0$aPsycholinguistics. 615 0$aLearning, Psychology of. 615 0$aEducational psychology. 615 14$aLiteracy. 615 24$aPsycholinguistics and Cognitive Lingusitics. 615 24$aInstructional Psychology. 615 24$aEducational Psychology. 676 $a418.4019 700 $aHoover$b Wesley A$4aut$4http://id.loc.gov/vocabulary/relators/aut$0891346 702 $aTunmer$b William E$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910410007403321 996 $aThe Cognitive Foundations of Reading and Its Acquisition$91990804 997 $aUNINA