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Cognition : the thinking animal / / Daniel T. Willingham
| Cognition : the thinking animal / / Daniel T. Willingham |
| Autore | Willingham Daniel T. |
| Edizione | [Third, Pearson new international edition.] |
| Pubbl/distr/stampa | Harlow, England : , : Pearson, , [2014] |
| Descrizione fisica | 1 online resource (574 pages) : illustrations, portraits, tables, photographs |
| Disciplina | 153 |
| Collana | Pearson custom library |
| Soggetto topico | Cognitive psychology |
| ISBN | 1-292-03591-9 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover -- Table of Contents -- Glossary -- 1. Cognitive Psychologists' Approach to Research -- 2. Methods of Cognitive Psychology -- 3. Visual Perception -- 4. Attention -- 5. Sensory Memory and Primary Memory -- 6. Memory Encoding -- 7. Memory Retrieval -- 8. Memory Storage -- 9. Visual Imagery -- 10. Motor Control -- 11. Decision Making and Deductive Reasoning -- 12. Problem Solving -- 13. Language Structure -- 14. Language Processing -- References -- Index. |
| Record Nr. | UNINA-9910150326403321 |
Willingham Daniel T.
|
||
| Harlow, England : , : Pearson, , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Raising kids who read : what parents and teachers can do / / Daniel T. Willingham
| Raising kids who read : what parents and teachers can do / / Daniel T. Willingham |
| Autore | Willingham Daniel T. |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2015 |
| Descrizione fisica | 1 online resource (243 p.) |
| Disciplina | 372.4 |
| Soggetto topico |
Reading (Early childhood)
Reading (Elementary) Children - Books and reading Reading promotion Reading - Parent participation |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-118-91158-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Raising Kids Who Read: What Parents and Teachers Can Do; Copyright; Contents; About the Author; Acknowledgments; Introduction: Have Fun, Start Now; Chapter 1: The Science of Reading; The Role of Sound in Reading; The Visual Task in Learning to Read; Learning Letter-to-Sound Mappings; Learning to Hear Speech Sounds; The Role of Knowledge in Comprehension; Building Meaning across Sentences; What's a "Good Reader"?; So Where Do You Get Broad Knowledge?; Motivation; Attitudes toward Reading; The Origins of Emotional Attitudes; Reading Self-Concept; Notes; Part I: Birth Through Preschool
Chapter 2: Preparing Your Child to Learn to DecodeHelping Your Child Hear Speech Sounds; Motherese; Wordplay; Learning Letters; Teaching Letter Names; Print Referencing; Letters in the Wild; When Should Reading Instruction Start?; Notes; Chapter 3: Creating a Thirst for Knowledge; Building Vocabulary; Building Knowledge; Reading Aloud; How Do You Get Started?; Dialogic Reading; Commonsense Read-Aloud Tips; Electronic Books for Read-Alouds; Notes; Chapter 4: Seeing Themselves as Readers before They Can Read; Indirect Influences; Indirect Influences on Attitudes Indirect Influences on Self-ConceptGetting Young Children to Read; How Do We Choose?; Making Reading the Most Attractive Choice; Keeping Screen Time under Control; Teaching Independence; Notes; Part II: Kindergarten Through Second Grade; Chapter 5: Learning to Decode; What's Happening at School; Two Traditional Methods of Teaching Reading; Who's Right?; Reading Classrooms Today; Reading with Your Child; Teaching Your Child; When to Be Concerned; Notes; Chapter 6: Banking Knowledge for the Future; Understanding Longer Texts; Capturing Big Ideas; Background Knowledge Revisited What's Happening at SchoolSlowly Increasing Demands on Comprehension; The Importance of Acquiring Background Knowledge; Making Time; What to Do at Home; Talking; Reading; Playing; Gaining Independence; Notes; Chapter 7: Preventing a Motivation Backslide; What's Happening at School; Self-Concept; Attitudes; Features of Great Classrooms; What to Do at Home; Keep It Up; How Parents Can Shape Reading Self-Concept; Your Attitude toward Your Child's Reading; Practice via Practical Literacy; Notes; Part III: Third Grade and Beyond; Chapter 8: Reading with Fluency The Second Type of Decoding: Reading via SpellingFluency and Attention; Fluency and Prosody; Learning to Read via Spelling; What's Happening at School; What to Do at Home; Is There a Problem?; What Does a Dysfluent Reader Need?; The Indirect Route; Digital Difference; Notes; Chapter 9: Working with More Complex Texts; What's Happening at School; Noticing When Comprehension Fails; Reading Comprehension Strategies; A Little Is Enough; A New Demand: Working with Texts; Digital Literacy; What to Do at Home; Knowledge in the Digital Age; When a Lack of Knowledge Hurts Comprehension; Notes Chapter 10: The Reluctant Older Reader |
| Record Nr. | UNINA-9910460123303321 |
|
Willingham Daniel T.
|
||
| San Francisco, California : , : Jossey-Bass, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Raising kids who read : what parents and teachers can do / / Daniel T. Willingham
| Raising kids who read : what parents and teachers can do / / Daniel T. Willingham |
| Autore | Willingham Daniel T. |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2015 |
| Descrizione fisica | 1 online resource (243 p.) |
| Disciplina | 372.4 |
| Soggetto topico |
Reading (Early childhood)
Reading (Elementary) Children - Books and reading Reading promotion Reading - Parent participation |
| ISBN | 1-118-91158-X |
| Classificazione | EDU029020 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Raising Kids Who Read: What Parents and Teachers Can Do; Copyright; Contents; About the Author; Acknowledgments; Introduction: Have Fun, Start Now; Chapter 1: The Science of Reading; The Role of Sound in Reading; The Visual Task in Learning to Read; Learning Letter-to-Sound Mappings; Learning to Hear Speech Sounds; The Role of Knowledge in Comprehension; Building Meaning across Sentences; What's a "Good Reader"?; So Where Do You Get Broad Knowledge?; Motivation; Attitudes toward Reading; The Origins of Emotional Attitudes; Reading Self-Concept; Notes; Part I: Birth Through Preschool
Chapter 2: Preparing Your Child to Learn to DecodeHelping Your Child Hear Speech Sounds; Motherese; Wordplay; Learning Letters; Teaching Letter Names; Print Referencing; Letters in the Wild; When Should Reading Instruction Start?; Notes; Chapter 3: Creating a Thirst for Knowledge; Building Vocabulary; Building Knowledge; Reading Aloud; How Do You Get Started?; Dialogic Reading; Commonsense Read-Aloud Tips; Electronic Books for Read-Alouds; Notes; Chapter 4: Seeing Themselves as Readers before They Can Read; Indirect Influences; Indirect Influences on Attitudes Indirect Influences on Self-ConceptGetting Young Children to Read; How Do We Choose?; Making Reading the Most Attractive Choice; Keeping Screen Time under Control; Teaching Independence; Notes; Part II: Kindergarten Through Second Grade; Chapter 5: Learning to Decode; What's Happening at School; Two Traditional Methods of Teaching Reading; Who's Right?; Reading Classrooms Today; Reading with Your Child; Teaching Your Child; When to Be Concerned; Notes; Chapter 6: Banking Knowledge for the Future; Understanding Longer Texts; Capturing Big Ideas; Background Knowledge Revisited What's Happening at SchoolSlowly Increasing Demands on Comprehension; The Importance of Acquiring Background Knowledge; Making Time; What to Do at Home; Talking; Reading; Playing; Gaining Independence; Notes; Chapter 7: Preventing a Motivation Backslide; What's Happening at School; Self-Concept; Attitudes; Features of Great Classrooms; What to Do at Home; Keep It Up; How Parents Can Shape Reading Self-Concept; Your Attitude toward Your Child's Reading; Practice via Practical Literacy; Notes; Part III: Third Grade and Beyond; Chapter 8: Reading with Fluency The Second Type of Decoding: Reading via SpellingFluency and Attention; Fluency and Prosody; Learning to Read via Spelling; What's Happening at School; What to Do at Home; Is There a Problem?; What Does a Dysfluent Reader Need?; The Indirect Route; Digital Difference; Notes; Chapter 9: Working with More Complex Texts; What's Happening at School; Noticing When Comprehension Fails; Reading Comprehension Strategies; A Little Is Enough; A New Demand: Working with Texts; Digital Literacy; What to Do at Home; Knowledge in the Digital Age; When a Lack of Knowledge Hurts Comprehension; Notes Chapter 10: The Reluctant Older Reader |
| Record Nr. | UNINA-9910797064703321 |
|
Willingham Daniel T.
|
||
| San Francisco, California : , : Jossey-Bass, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Raising kids who read : what parents and teachers can do / / Daniel T. Willingham
| Raising kids who read : what parents and teachers can do / / Daniel T. Willingham |
| Autore | Willingham Daniel T. |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2015 |
| Descrizione fisica | 1 online resource (243 p.) |
| Disciplina | 372.4 |
| Soggetto topico |
Reading (Early childhood)
Reading (Elementary) Children - Books and reading Reading promotion Reading - Parent participation |
| ISBN | 1-118-91158-X |
| Classificazione | EDU029020 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Raising Kids Who Read: What Parents and Teachers Can Do; Copyright; Contents; About the Author; Acknowledgments; Introduction: Have Fun, Start Now; Chapter 1: The Science of Reading; The Role of Sound in Reading; The Visual Task in Learning to Read; Learning Letter-to-Sound Mappings; Learning to Hear Speech Sounds; The Role of Knowledge in Comprehension; Building Meaning across Sentences; What's a "Good Reader"?; So Where Do You Get Broad Knowledge?; Motivation; Attitudes toward Reading; The Origins of Emotional Attitudes; Reading Self-Concept; Notes; Part I: Birth Through Preschool
Chapter 2: Preparing Your Child to Learn to DecodeHelping Your Child Hear Speech Sounds; Motherese; Wordplay; Learning Letters; Teaching Letter Names; Print Referencing; Letters in the Wild; When Should Reading Instruction Start?; Notes; Chapter 3: Creating a Thirst for Knowledge; Building Vocabulary; Building Knowledge; Reading Aloud; How Do You Get Started?; Dialogic Reading; Commonsense Read-Aloud Tips; Electronic Books for Read-Alouds; Notes; Chapter 4: Seeing Themselves as Readers before They Can Read; Indirect Influences; Indirect Influences on Attitudes Indirect Influences on Self-ConceptGetting Young Children to Read; How Do We Choose?; Making Reading the Most Attractive Choice; Keeping Screen Time under Control; Teaching Independence; Notes; Part II: Kindergarten Through Second Grade; Chapter 5: Learning to Decode; What's Happening at School; Two Traditional Methods of Teaching Reading; Who's Right?; Reading Classrooms Today; Reading with Your Child; Teaching Your Child; When to Be Concerned; Notes; Chapter 6: Banking Knowledge for the Future; Understanding Longer Texts; Capturing Big Ideas; Background Knowledge Revisited What's Happening at SchoolSlowly Increasing Demands on Comprehension; The Importance of Acquiring Background Knowledge; Making Time; What to Do at Home; Talking; Reading; Playing; Gaining Independence; Notes; Chapter 7: Preventing a Motivation Backslide; What's Happening at School; Self-Concept; Attitudes; Features of Great Classrooms; What to Do at Home; Keep It Up; How Parents Can Shape Reading Self-Concept; Your Attitude toward Your Child's Reading; Practice via Practical Literacy; Notes; Part III: Third Grade and Beyond; Chapter 8: Reading with Fluency The Second Type of Decoding: Reading via SpellingFluency and Attention; Fluency and Prosody; Learning to Read via Spelling; What's Happening at School; What to Do at Home; Is There a Problem?; What Does a Dysfluent Reader Need?; The Indirect Route; Digital Difference; Notes; Chapter 9: Working with More Complex Texts; What's Happening at School; Noticing When Comprehension Fails; Reading Comprehension Strategies; A Little Is Enough; A New Demand: Working with Texts; Digital Literacy; What to Do at Home; Knowledge in the Digital Age; When a Lack of Knowledge Hurts Comprehension; Notes Chapter 10: The Reluctant Older Reader |
| Record Nr. | UNINA-9910823350703321 |
|
Willingham Daniel T.
|
||
| San Francisco, California : , : Jossey-Bass, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The reading mind : a cognitive approach to understanding how the mind reads / / Daniel T. Willingham
| The reading mind : a cognitive approach to understanding how the mind reads / / Daniel T. Willingham |
| Autore | Willingham Daniel T. |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2017 |
| Descrizione fisica | 1 online resource (259 pages) : illustrations, tables |
| Disciplina | 418/.4019 |
| Soggetto topico |
Reading
Reading comprehension Cognitive psychology |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-119-30138-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910466189403321 |
|
Willingham Daniel T.
|
||
| San Francisco, California : , : Jossey-Bass, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The reading mind : a cognitive approach to understanding how the mind reads / / Daniel T. Willingham
| The reading mind : a cognitive approach to understanding how the mind reads / / Daniel T. Willingham |
| Autore | Willingham Daniel T. |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2017 |
| Descrizione fisica | 1 online resource (259 pages) : illustrations, tables |
| Disciplina | 418/.4019 |
| Soggetto topico |
Reading
Reading comprehension Cognitive psychology |
| ISBN |
1-119-30136-X
1-119-30138-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910792718203321 |
|
Willingham Daniel T.
|
||
| San Francisco, California : , : Jossey-Bass, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
The reading mind : a cognitive approach to understanding how the mind reads / / Daniel T. Willingham
| The reading mind : a cognitive approach to understanding how the mind reads / / Daniel T. Willingham |
| Autore | Willingham Daniel T. |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2017 |
| Descrizione fisica | 1 online resource (259 pages) : illustrations, tables |
| Disciplina | 418/.4019 |
| Soggetto topico |
Reading
Reading comprehension Cognitive psychology |
| ISBN |
1-119-30136-X
1-119-30138-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910823574203321 |
|
Willingham Daniel T.
|
||
| San Francisco, California : , : Jossey-Bass, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||