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New York ; London : Routledge, Taylor & Francis Group, 2010

xi, 305 stran : ilustrace ; 23 cm

ISBN 978-0-8058-2184-0 (brožováno)

Na titulní straně: NRRC, National Reading Research Center

"Transfered to digital printing 2010 by Routledge"--Rub titulní strany

Předchozí vydání: Lawrence Erlbaum Associates

Obsahuje bibliografie a rejstříky

001650944

Preface vii // INTRODUCTION TO PART I: THE NATURE OF KNOWLEDGE AND LEARNING 1 // 1 Interdisciplinary Instruction in a Southeastern High School 3 - Dena Pruitt, Teri Sanders, and Michael Wayne // 2 What Do We Mean by Knowledge and Learning? 15 - Cynthia R. Hynd and Steven A. Stahl // 3 Motivation to Read and Learn From Text 45 - Martha Carr, Nancy B. Mizelle, and David Charak // INTRODUCTION TO PART II: HOW STUDENTS LEARN CONTENT KNOWLEDGE 71 // 4 Four Questions About Vocabulary Knowledge and Reading and Some Answers 73 - Steven ?. Stahl // 5 What Is the Point? Tests of a Quick and Clean Method for Improving Instructional Text 95 - Robert C. Sorrells and Bruce K. Britton // 6 Literature’s Place in Learning History and Science 117 // Bruce A. VanSledright and Lisa Frankes // 7 When Knowledge Contradicts Intuition: // Conceptual Change 139 // Cynthia R. Hynd and Barbara Guzzetti // 8 Learning From Text in a Post-Typographic World 165 - Lynne Anderson-Inman and David Reinking // 9 Making Text Meaningful: The Role of Analogies 193 - Shawn M. Glynn, Michael Law, and Elizabeth C. Doster // INTRODUCTION TO PART III: LEARNING DISCIPLINARY KNOWLEDGE 209 // 10 Literacy, Textuality, and the Expert: Learning in the English Language Arts 211 - Leigh Craft Hern, Mark Faust, and Maureen Boyd // 11 To Think and Act Like a Scientist: Learning Disciplinary Knowledge 227 - Maureen M. McMahon and Bernadette B. McCormack // 12 The Nature of Disciplinary and Domain Learning: The Knowledge, Interest, and Strategic Dimensions of Learning From Subject Matter Text 263 - Patricia A. Alexander