Instructional Models in Reading
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Instructional Models in Reading by Steven A. Stahl
Book DescriptionThis book started with a simple idea -- examine models of reading instruction that have emerged during the past 20 years. These models span a wide range of instruction representing a continuum from highly structured, task analytic instruction to child-centered and holistic instruction. Each model has its own epistemology or views on how "reading" and "instruction" are to be defined. The different epistemologies indicate different principles of instruction which, in turn, indicate different practices in the classroom. Each model is also supported by a different research base. In this volume, leading proponents of these different models discuss their ideas about reading instruction thereby encouraging readers to make their own comparisons and contrasts. The chapter authors seem to adopt the editors' eclectic approach--to some greater or lesser extent--incorporating aspects of other models into their instruction as they see other goals. Thus, models of reading instruction are complex. Complicating matters further is the fact that teachers hold their own models of reading, which may or may not be congruent with those discussed here. Although academically developed models influence college preservice and in-service instruction, teachers' own models of reading filter the information that they take from what they learn from these perspectives. By carefully examining these variables, this book makes a firm contribution toward disciplined inquiry into what it means to teach reading.
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Book DetailsISBN: 9780805822861
(229mm x 152mm x 20mm)
Imprint: Lawrence Erlbaum Associates Inc
Publisher: Taylor & Francis Inc
Publish Date: 12-Jan-1997
Country of Publication: United States
Books By Author Steven A. Stahl
Teaching Word Meanings, Hardback (May 2005)
Offering a comprehensive approach to vocabulary instruction, this book is about how children learn the meanings of new words and how teachers can be strategic in deciding which words to teach, how to teach them, and which words not to teach at all. It covers the 'why to' and 'when to' as well as the 'how to' of teaching word meanings.
Children's Reading Comprehension and Assessment, Paperback (March 2005)
Originating in a CIERA conference at Michigan University, this book examines how readers understand text and how comprehension is assessed. It provides contexts for the study of reading comprehension, examines how vocabulary, motivation, and expertise influence comprehension, and analyses the developmental course and correlates of comprehension.
On Reading Books to Children, Hardback (April 2003)» View all books by Steven A. Stahl
Brings together research on adult book reading to children. The authors, drawn from around the world, are key researchers and eminent scholars from the fields of reading and literacy, child language, speech pathology, and psychology, representing multiple perspectives within these disciplines.
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