机读格式显示(MARC)
- 000 02105cam a2200313 i 4500
- 008 170919s2017 enka 000 0 eng d
- 020 __ |a 9781138092648 |q hardback
- 020 __ |a 9781138092679 |q paperback
- 020 __ |a 9781315107370 |q ebook
- 020 __ |a 9781351606868 |q ebook: Mobi
- 040 __ |a FlBoTFG |b eng |e rda |c FlBoTFG
- 100 1_ |a Robeck, Mildred C., |e author.
- 245 14 |a The Psychology of Reading : |b An Interdisciplinary Approach (2nd Edn) / |c Mildred C. Robeck.
- 264 _1 |a London : |b Taylor and Francis, |c 2017.
- 300 __ |a xi, 445 pages : |b illustrations ; |c 26 cm.
- 336 __ |a text |2 rdacontent
- 337 __ |a unmediated |2 rdamedia
- 338 __ |a volume |2 rdacarrier
- 490 0_ |a Psychology Library Editions: Psychology of Reading ; |v 10
- 490 0_ |a Psychology Library Editions: Psychology of Reading ; |v volume 9
- 520 2_ |a "The need to know why as well as how children and youth respond as they do to reading instruction has guided the selection of this booka€™s content. The second edition of this title, originally published in 1990, has retained and elaborated upon the three major themes previously presented: that reading is a linguistic process; that motivation, the affective domain, may be as important in learning to read as the cognitive domain; and that the reality of learning theory is to be found in the mechanisms of the brain where information is mediated and memory traces are stored.The text integrates views from cognitive psychology, psycholinguistics, and neuropsychology as they relate to reading and writing. A learning-motivation model is provided to present associative learning, conceptualization, and self-directed reading in a hierarchical relationship with distinct cognitive and affective components. The distinction between beginning and proficient reading is maintained throughout the text."--Provided by publisher.
- 650 04 |a Reading, Psychology of.
- 700 1_ |a Wallace, Randall R, |e author.