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Handbook of Writing Research [Minkštas viršelis]

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  • Formatas: Paperback / softback, 468 pages, weight: 824 g
  • Išleidimo metai: 16-Apr-2008
  • Leidėjas: Guilford Publications
  • ISBN-10: 1593857500
  • ISBN-13: 9781593857509
Kitos knygos pagal šią temą:
Handbook of Writing ResearchDidesnis paveikslėlis
  • Formatas: Paperback / softback, 468 pages, weight: 824 g
  • Išleidimo metai: 16-Apr-2008
  • Leidėjas: Guilford Publications
  • ISBN-10: 1593857500
  • ISBN-13: 9781593857509
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781593857509.html
Raktažodžiai:
Presents a collection of essays discussing the theories and models of writing research. This authoritative volume synthesizes current knowledge on writing development in children and adolescents and the processes underlying successful learning and teaching. The most comprehensive work of its kind, the volume encompasses both cognitive and sociocultural perspectives. Leading investigators present salient theoretical models; describe cutting-edge research methodologies and analytic tools; summarize available data on the effectiveness of major instructional approaches; and identify key directions for future research. Emphasizing the importance of supporting all students writing development, the book includes a special section on cultural diversity, gender, special education, and bilingual learners.

Recenzijos

'Covering a rich array of subjects, this handbook offers its readers necessary historical contexts and charts a future course for research in classroom writing. It approaches writing from cognitive, psychological, and sociocultural perspectives; provides new models of instruction supported by strong theoretical bases; and introduces relevant methodologies to the beginning and experienced scholar alike. This book should be on the shelves of all researchers of writing and literacy.' - Douglas Kaufman, PhD, Neag School of Education, University of Connecticut

'The Handbook of Writing Research arrived just in time for my doctoral seminar on writing! Each chapter in this wonderfully comprehensive volume provides a review and synthesis of current research and theory on a different aspect of writing. My students will be introduced to contributions by a range of international authors who discuss cognitive, affective, sociocultural, and instructional aspects of writing product, process, and context, and who raise critical issues and questions that give us direction for further research. Writing teachers like myself, writing program administrators, writing researchers, literacy specialists, teachers, and graduate students undoubtedly will find this handbook an invaluable resource for deepening our understanding of the complex nature of writing.' - Karen Bromley, PhD, Literacy Program and America Reads Program, School of Education and Human Development, Binghamton University, State University of New York

Introduction, Charles A. MacArthur, Steve Graham, and Jill Fitzgerald

I. Theories and Models of Writing

1. The Social and Historical Context for Writing Research, Martin Nystrand

2. New Directions in Writing Theory, John R. Hayes

3. Writing Process Theory: A Functional Dynamic Approach, Gert Rijlaarsdam and Huub van den Bergh

4. A Sociocultural Theory of Writing, Paul Prior

5. The Processing Demands of Writing, Mark Torrance and David Galbraith

II. Writing Development

6. The Emergence of Writing, Liliana Tolchinsky

7. Implications of Advancements in Brain Research and Technology for Writing Development, Writing Instruction, and Educational Evolution, Virginia W. Berninger and William D. Winn

8. Cognitive Factors in the Development of Children's Writing, Deborah McCutchen

9. Children's Understanding of Genre and Writing Development, Carol A. Donovan and Laura B. Smolkin

10. Motivation and Writing, Suzanne Hidi and Pietro Boscolo

11. Self-Efficacy Beliefs and Motivation in Writing Development, Frank Pajares and Gio Valiante

12. Relations among Oral Language, Reading, and Writing Development, Timothy Shanahan

III. Instructional Models and Approaches

13. Strategy Instruction and the Teaching of Writing: A Meta-Analysis, Steve Graham

14. Tenets of Sociocultural Theory in Writing Instruction Research, Carol Sue Englert, Troy V. Mariage, and Kailonnie Dunsmore

15. Response to Writing, Richard Beach and Thomas Friedrich

16. Writing to Learn: How Alternative Theories of School Writing Account for Student Performance, George E. Newell

17. The Effects of New Technologies on Writing and Writing Processes, Charles A. MacArthur

18. "I Guess I'd Better Watch My English": Grammars and the Teaching of the English Language Arts, Michael W. Smith, Julie Cheville, and George Hillocks, Jr.

19. The Process Approach to Writing Instruction: Examining Its Effectiveness, Ruie J. Pritchard and Ronald L. Honeycutt

IV. Writing and Special Populations

20. Teaching Writing in Culturally Diverse Classrooms, Arnetha F. Ball

21. Influence of Gender on Writing Development, Shelley Peterson

22. Writing Instruction for Students with Learning Disabilities, Gary A. Troia

23. Multilingual Writing in Preschool through Twelfth Grade: The Last 15 Years, Jill Fitzgerald

V. Methodology and Analytic Tools

24. Qualitative Research on Writing, Katherine Schultz

25. Statistical Analysis for Field Experiments and Longitudinal Data In Writing Research, Robert D. Abbott, Dagmar Amtmann, and Jeff Munson

26. Text Structure as a Window on the Cognition of Writing: How Text Analysis Provides Insights in Writing Products and Writing Processes, Ted J. M. Sanders and Joost Schilperoord

27. Applications of Computers in Assessment and Analysis of Writing, Mark D. Shermis, Jill Burstein, and Claudia Leacock

28. Writing Assessment: A Technohistory, Brian Huot and Michael Neal

29. What does Reading have to Tell us about Writing?: Preliminary Questions and Methodological Challenges in Examining the Neurobiological Foundations of Writing and Writing Disabilities, Kenneth R. Pugh, Stephen J. Frost, Rebecca Sandak, Margie Gillis, Dina Moore, Annette R. Jenner, and W. Einar Mencl

Charles A. MacArthur, University of Delaware, USA, Steve Graham, Vanderbilt University, USA, and Jill Fitzgerald, University of North Carolina-Chapel Hill, USA