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Focuses on how to create a society of "engaged readers" - readers who are socially interactive, strategic, and motivated. Provides a state-of-the-art review of research on promoting reading in relation to reading instruction.
Table des matières
Contents: L. Verhoeven, C.E. Snow, Introduction--Literacy and Motivation: Bridging Cognitive and Sociocultural Viewpoints.
Part I:The Social and Affective Context of Literacy Development.D. Barton, Literacy in Everyday Contexts.
A.G. Bus, Paretn-Child Book Reading Through the Lens of Attachment Theory.
J.M. De Temple, C.E. Snow, Conversations About Literacy: Social Mediation of Psycholinguistic Activity.
P.P.M. Leseman, P.F. de Jong, How Important Is Home Literacy for Acquiring Literacy in School?
T.H.A. van der Voort, Television's Impact on Children's Leisure Time Reading and Reading Skills.
Part II:Prevention and Instruction Programs That Promote Literacy Engagement.L. Verhoeven, Prevention of Reading Difficulties.
M.C. McKenna, Development of Reading Attitudes.
J.T. Guthrie, K.T. Knowles, Promoting Reading Motivation.
J.A. Langer, Literature as an Environment for Engaged Readers.
D. Reinking, Multimedia and Engaged Reading in a Digital World.
Part III:Policy Perspectives on Promoting Literacy Engagement.W.B. Elley, Literacy in the Present World: Realities and Possibilities.
R. Serpell, Cultural Dimensions of Literacy Promotion and Schooling.
R-M. Weber, Historical Perspectives on Promoting Reading: The Early Soviet Effort.
B.V. Street, Literacy Empowerment in Developing Societies.
D.A. Wagner, Conceptual Dichotomies and the Future of Literacy Work Across Cultures.
A propos de l'auteur
Catherine E. Snow, Ludo Verhoeven
