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This volume explores how and by whom early modern Dutch Bibles were used. Through a detailed analysis of paratextual features and readers’ traces in over 180 surviving Bible copies, Renske Hoff displays how individuals manifested their faith in owning, reading, and personalising the Bible, in a period characterised by religious turmoil. From nuns and countesses to tailors and merchants: Bibles were read by a diverse public. Printer-publishers shaped the contents and paratextual features of their Bible editions to suit the varied wishes of the reading public. Readers themselves added marginalia, corrected the text, or pasted texts and images in their books, displaying their creativity as users as well as stressing the malleability of the material Bible.
Recommends books for gifted readers that provide insights and coping skills for issues they may face from preschool through high school, featuring more than three hundred titles with brief summaries, organized by reading levels; and includes an index arranged by theme.
"In this book, structured literacy is conceptualized as an umbrella term encompassing a variety of intervention methods, instructional approaches, and commercial programs. In addition to focusing on SL approaches to intervention, this book is organized around common poor reader profiles that have been identified in research. The chapters in this volume are written by experts who are well known as researchers but who are also highly skilled at writing for practitioners. Chapters were written with a strong foundation of research that is summarized, but with a concentration on translating research into practice, including case studies, sample intervention activities, and lesson plans. Each chapter includes application activities at the end to check for and extend readers' understanding"--
An important goal of teachers is to get all students, especially those in the upper elementary and middle grades who struggle with academic work, engaged in reading. This book examines current research on instructional principles and actions related to engaged reading. It shows how teachers can translate this research into evidence-based actions that promote productive instructional contexts and focus students’ purposeful use of literacy in acquiring knowledge. The authors integrate descriptions of principles and actions with concrete examples of classroom instruction and thematic teaching across disciplinary contexts and demonstrate how teachers might mediate students’ reading of complex texts. The book provides readers with a vivid picture of the complexities of teaching reading in the upper elementary and middle grades. In particular, the book blends individual principles and practices into a holistic approach to creating productive and engaged learning environments for all upper elementary and middle grade learners.
This book provides research-based insights that deepen and broaden current understandings of the nature of reading. Informed by psycholinguistic and sociolinguistic views of reading-as-meaning-construction, the studies build on principles of scientific realism – an approach to inquiry that incorporates and values a wide variety of methods of observation to find the most inclusive, ecologically valid description of the reading process as it is observed in a variety of contexts from a wide range of perspectives. Focusing on how facts are discovered, developed, and used in the construction of knowledge about reading – a data-driven and theory-driven construction that results from observing the reading process with a variety of tools, methods, disciplines, and conceptual frameworks – scientific realism goes beyond rationalism and experimentation to include studies of events and experiences, but still satisfies even the most narrow definitions of what state and national lawmakers refer to as "reliable and replicable research on reading." Each study in this volume breaks ground for a new line of reading research underpinned by the theory of reading based in scientific realism. Scientific Realism in Studies of Reading is directed to reading researchers, teacher educators, reading specialists, special educators, graduate students, and related education professionals in the disciplines of applied psycholinguistics and sociolinguistics, and is appropriate as a text for advanced courses in these areas.
Children Reading Pictures: New Contexts and Approaches to Picturebooks offers up-to-date research evidence on the responses of the primary audience for picturebooks – children. The new edition has retained the best of the original while expanding its scope in several directions, including the role of the art museum in helping children and their teachers to broaden and deepen their appreciation of the visual, and the significance of understanding diversity and inclusion while looking at illustrations in picturebooks, in digital form and in the art museum. In particular, the third edition: uses new case studies to bring to life exciting initiatives from teachers and art museum educators in the UK and beyond, examining the potential of picturebooks for overcoming cultural, educational, linguistic and other barriers in the classroom and in other settings continues to draw readers’ attention to significant international theoretical work in the field and provides structured advice for teachers and graduate students who wish to carry out their own research focuses on new research with pupils, teachers, art educators and researchers working on young people’s responses to a variety of visual texts, including digital forms and fine art, and through children’s own artistic creations, to develop a more nuanced understanding of visual literacy celebrates the glorious variety of outstanding picturebooks and their makers who offer rich challenge, amusement, pleasure and consolation to young readers in a changing, often troubling world Children Reading Pictures is essential reading for undergraduate and postgraduate students of education, art and children’s literature, as well as providing important information for primary and early years teachers, literacy coordinators and for all those interested in picturebooks and visual literacy.
The Handbook of Research on Reading Comprehension assembles researchers of reading comprehension, literacy, educational psychology, psychology, and neuroscience to document the most recent research on the topic. It summarizes the current body of research on theory, methods, instruction, and assessment, including coverage of landmark studies. Designed to deepen understanding of how past research can be applied and has influenced the present and to stimulate new thinking about reading comprehension, the volume is organized around seven themes: historical perspectives on reading comprehension theoretical perspectives changing views of text elements of reading comprehension assessing and teaching reading comprehension cultural impact on reading comprehension where to from here? This is an essential reference volume for the international community of reading researchers, reading psychologists, graduate students, and professionals working in the area of reading and literacy.
This book has been replaced by Treatment of Disorders in Childhood and Adolescence, Fourth Edition, ISBN 978-1-4625-3898-0.
A comprehensive manual for pre- and in-service ESL and EFL educators, this frontline text balances insights from current reading theory and research with highly practical, field-tested strategies for teaching and assessing L2 reading in secondary and post-secondary contexts. Teaching Readers of English: provides a through yet accessible survey of L2 reading theory and research addresses the unique cognitive and socioeducational challenges encountered by L2 readers covers the features of L2 texts that teachers of reading must understand acquaints readers with methods for designing reading courses, selecting curricular materials, and planning instruction explores the essential role of systematic vocabulary development in teaching L2 literacy includes practical methods for assessing L2 students’ proficiency, achievement, and progress in the classroom. Pedagogical features in each chapter include questions for reflection, further reading and resources, reflection and review questions, and application activities.
This volume explores the production, transmission, and reading practices of vernacular Bibles in early modern Europe. This varied collection of essays provides historical, book historical, literary, theological, and art historical perspectives to the movements of manuscript and printed Bibles. The contributions concern Bibles in many different languages and from across the European continent, from Ireland to Portugal. Rather than perceiving Scripture and the material carriers of Scripture as static things, this volume demonstrates how Bibles constantly acquired new meanings and functions as they moved through time and space, and were touched by the hands of makers, readers, and users.