LEADER 02644nam 2200589 a 450 001 9910462751903321 005 20200520144314.0 010 $a1-61058-633-6 035 $a(CKB)2670000000369821 035 $a(OCoLC)841909797 035 $a(CaPaEBR)ebrary10690661 035 $a(SSID)ssj0000871570 035 $a(PQKBManifestationID)12325655 035 $a(PQKBTitleCode)TC0000871570 035 $a(PQKBWorkID)10822442 035 $a(PQKB)11582046 035 $a(MiAaPQ)EBC3399636 035 $a(Au-PeEL)EBL3399636 035 $a(CaPaEBR)ebr10690661 035 $a(CaONFJC)MIL524142 035 $a(EXLCZ)992670000000369821 100 $a20120530d2012 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aGraphic design and architecture, a 20th century history$b[electronic resource] $ea guide to type, image, symbol, and visual storytelling in the modern world /$fRichard Poulin 210 $aBeverly $cRockport Publishers$d2012 215 $a1 online resource (273 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a1-59253-779-0 320 $aIncludes bibliographical references and index. 330 $a"This innovative volume is the first to provide the design student, practitioner, and educator with an invaluable comprehensive reference of visual and narrative material that illustrates and evaluates the unique and important history surrounding graphic design and architecture. Graphic Design and Architecture, A 20th Century History closely examines the relationship between typography, image, symbolism, and the built environment by exploring principal themes, major technological developments, important manufacturers, and pioneering designers over the last 100 years. It is a complete resource that belongs on every designer's bookshelf"--$cProvided by publisher. 606 $aDesign$xHistory$y20th century 606 $aVisual communication$xHistory$y20th century 606 $aCommunication in architecture$xHistory$y20th century 606 $aArchitecture and society$xHistory$y20th century 608 $aElectronic books. 615 0$aDesign$xHistory 615 0$aVisual communication$xHistory 615 0$aCommunication in architecture$xHistory 615 0$aArchitecture and society$xHistory 676 $a741.609/04 700 $aPoulin$b Richard$0882093 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462751903321 996 $aGraphic design and architecture, a 20th century history$92043745 997 $aUNINA LEADER 11043nam 2200541 450 001 9910573098703321 005 20221204145327.0 010 $a1-119-70511-8 010 $a1-119-70512-6 010 $a1-119-70513-4 035 $a(MiAaPQ)EBC6986188 035 $a(Au-PeEL)EBL6986188 035 $a(CKB)22282637600041 035 $a(EXLCZ)9922282637600041 100 $a20221204d2022 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 04$aThe science of reading $ea handbook /$fedited by Margaret J. Snowling, Charles Hulme, Kate Nation 205 $a2nd ed. 210 1$aHoboken, New Jersey :$cWiley-Blackwell,$d[2022] 210 4$d©2022 215 $a1 online resource (605 pages) 225 1 $aWiley Blackwell Handbooks of Developmental Psychology Ser. 311 08$aPrint version: Snowling, Margaret J. The Science of Reading Newark : John Wiley & Sons, Incorporated,c2022 9781119705093 320 $aIncludes bibliographical references and index. 327 $aCover -- Title Page -- Copyright Page -- Contents -- List of Contributors -- Preface -- Acknowledgments -- Part 1 Word Recognition -- Chapter 1 Progress in Reading Science: Word Identification, Comprehension, and Universal Perspectives -- Reading and Reading Science in Historical Context -- Advance 1: The Word-identification System in Skilled Alphabetic Reading -- Visual processing and models of eye movements -- Orthographic processing and models of word identification -- Advance 2. Comprehending while Reading -- From global top-down structures to actual comprehension -- Text comprehension from the bottom up -- The situation model: Knowledge and inferences -- Advance 3. Toward a More Universal Science of Reading -- The brain's reading network (revisited) -- Disruptions in the word-identification system (revisited) -- Concluding Reflections: Learning to Read and Reading Pedagogy -- The experience-based shift in word reading -- Teaching reading -- A final reflection -- References -- Chapter 2 Models of Word Reading: What Have We Learned? -- Reading Aloud: Accounting for Basic Phenomena -- Simulations of Behavioral Studies: What Did They Show? -- Regularity effects -- Consistency effects -- Nonword Pronunciation -- Nonword consistency effects -- Relative difficulty of words and nonwords -- Length effects for words versus nonwords -- Semantic effects on word naming -- Summary -- Hybrid Models -- Learning to Read -- Conclusions -- Acknowledgments -- References -- Chapter 3 Word Recognition I: Visual and Orthographic Processing -- Letter-Based Word Recognition -- Letter perception -- Identifying letters in letter strings -- Letter positions -- Orthographic Processing and Word Recognition -- Visual factors -- Encoding letter-order for word identification -- Letter location versus letter order. 327 $aEffects of the number and frequency of orthographically similar words -- Bridging the Gap with Sentence Reading -- Conclusions -- Acknowledgments -- References -- Chapter 4 Word Recognition I: Visual and Orthographic Processing: Word Recognition II: Phonological Coding in Reading -- Evidence that Phonology Is Involved in Silent Reading -- Reading without phonology? -- Phonology Activation: Addressed or Assembled? -- Phonology in words with inconsistent mappings -- Is there need for an orthographic code in visual word recognition? -- Computational Models of Visual Word Recognition -- The Dual Route Cascaded (DRC) model -- The CDP+ model -- Triangle model -- Phonology, Reading, and Neuroscientific Findings -- Conclusions -- References -- Chapter 5 Word Recognition III: Morphological Processing -- Morphemes as "Islands of Regularity" -- Morphological Analysis in Skilled Reading -- Morpheme frequency effects -- Morpheme interference effects -- Morphological priming effects -- Theoretical Accounts of Morphological Processing -- Mechanisms for Acquiring Morphological Knowledge -- Conclusions and Emerging Questions -- References -- Part 2 Learning to Read and Spell -- Chapter 6 The Foundations of Literacy -- Precursors to Literacy -- Language Input -- The Home Literacy Environment -- Shared book reading -- Parental scaffolding of print knowledge -- The Limiting Environment -- Socioeconomic status (SES) -- Family beliefs and expectations -- Family risk of dyslexia -- Complex Linguistic Contexts -- Summary and Conclusions -- References -- Chapter 7 Learning to Read Words -- What Needs to Be Learned for Skilled Word Reading? -- Sublexical-Level Learning -- Learning about letters -- Mapping sublexical orthographic units onto sounds -- Lexical-Level Learning -- Commencing lexical-level learning: The self-teaching hypothesis. 327 $aBuilding lexical-level learning through experience -- Experience of the orthographic context -- Experience of the semantic context -- Morphology: Connecting print and meaning -- Interactions between Sublexical and Lexical Learning -- Interactive processes in a self-teaching context -- Interactive processes prior to first exposure: Orthographic skeletons -- Conclusions and Future Directions -- Acknowledgments -- References -- Chapter 8 Learning to Spell Words -- Writing Systems -- Elements of Children's Spelling Development -- Prephonological writing -- Phonological writing -- Beyond Simple Phonological Patterns -- Word position and surrounding letters -- Morphology and etymology -- Children's Spelling in the Digital Age -- Theories of Spelling Development -- Spelling and Developmental Disabilities -- Implications for Instruction -- Future Directions -- References -- Chapter 9 Individual Differences in Learning to Read Words -- Methodological Approaches -- Concurrent Prediction -- Longitudinal analyses -- Causal modeling -- Explanatory Item Response Models (EIRMs) -- Child- and Word-Level Predictors of Individual Differences -- Child-level predictors -- Set for variability -- Statistical learning -- Visual attention span -- Text crowding -- Print exposure -- Reliance on alternative pathways -- Word-Level Predictors -- Semantic predictors -- Word consistency/transparency -- Context-dependent word effects -- Child-by-Word Predictors -- Grapheme-phoneme knowledge -- Word familiarity -- Orthographic choice -- Conclusions -- Acknowledgments -- References -- Chapter 10 Teaching Children to Read -- How Best to Teach Decoding in Whole-Class Settings? -- The challenges of whole-class delivery -- Professional development for teachers -- Issues of implementation -- Theoretically motivated approaches to teaching of reading. 327 $aA summary of effective evidence-based whole-class teaching -- Teaching Children with Reading Difficulties -- How best to teach decoding skills to children with dyslexia? -- How important is the content and intensity of programs? -- Promoting phoneme awareness and lexical strategies -- Teaching about morphemes -- A summary of effective evidence-based teaching for dyslexia -- Teaching oral language and listening comprehension -- A summary of effective evidence-based teaching for language comprehension -- Conclusions -- References -- Part 3 Reading Comprehension -- Chapter 11 Reading Comprehension I: Discourse -- A Brief History of Models of Discourse Comprehension -- Inferences and the construction of meaning -- Combining online processes and offline representations -- From single text to multiple texts -- A Comprehensive Model of Discourse Comprehension -- The role and nature of inferential processes -- Standards of coherence: Readers' criteria for comprehension -- Current Research Issues -- Validation -- Standards of coherence -- Updating the emerging representation -- Coherence across multiple texts -- Reading in digital contexts -- The relation between text comprehension and the processing of words and sentences -- Concluding Remarks -- References -- Chapter 12 Reading Comprehension II: Sentence Processing -- Eye Movements and Reading -- Computational models of eye movement control during sentence comprehension -- Factors influencing word identification during reading -- Beyond individual words: Computation of dependencies between words -- Children's sentence comprehension: A developmental perspective -- Conclusions -- Acknowledgments -- References -- Chapter 13 Modeling the Development of Reading Comprehension -- Theoretical Foundations for Reading Comprehension Development. 327 $aUnderstanding the Development of Reading Comprehension - Methodological Considerations -- Understanding the Development of Reading Comprehension - What Do We Know? -- Is the Simple View of Reading Too Simple? -- Reading fluency - a bridge between decoding and comprehension? -- Inference skills -- Morphology -- Executive functioning -- Working memory -- Metacognitive strategies and comprehension monitoring -- Motivation -- The Simple View of Reading - Simple but Complex -- Relationships between Longitudinal Studies and Theories of Reading Development -- Future Directions -- References -- Chapter 14 Children's Reading Comprehension Difficulties -- A Framework for the Study of Reading Comprehension Difficulties -- Identification and Prevalence of Poor Comprehenders -- The Identification of Poor Comprehenders: Variation in Selection and Group Matching -- The Measurement of Reading Comprehension: The Nature and Effect of Differences among (Standardized) Assessments -- Sources of Reading Comprehension Difficulty -- Word-identification knowledge and processes -- Oral language knowledge -- Higher-level language processes -- Executive functions, working memory, and attentional resources -- General knowledge -- The Dynamics of Language and Literacy Development over Time -- Conclusions and Future Directions -- References -- Part 4 Reading in Different Languages -- Chapter 15 Reading and Reading Disorders in Alphabetic Orthographies -- Characteristics of Alphabetic Orthographies -- The Alphabetic Principle -- Complexity. -- Consistency. -- Models of Word Reading -- Skilled Word Reading in Alphabetic Orthographies -- Individual differences in word reading in adults -- Summary -- Reading Development in Alphabetic Orthographies -- Cross-linguistic differences in the development of word-level skills -- The triple foundation of word reading and spelling skills. 327 $aPredictors of word-level literacy skills across alphabetic orthographies. 410 0$aWiley Blackwell Handbooks of Developmental Psychology Ser. 606 $aReading 615 0$aReading. 676 $a428.4 702 $aHulme$b Charles 702 $aSnowling$b Margaret J. 702 $aNation$b Kate 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910573098703321 996 $aThe science of reading$92988491 997 $aUNINA LEADER 01114nam a22002651i 4500 001 991001738089707536 005 20031207072211.0 008 040407s1966 sz |||||||||||||||||fre 035 $ab12816061-39ule_inst 035 $aARCHE-079569$9ExL 040 $aDip.to Scienze Storiche$bita$cA.t.i. 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