Rand J. Spiro - Böcker

The Internet is transforming the experience of reading and learning-through-reading. Is this transformation effecting a radical change in reading processes as readers synthesize understandings from fragments across multiple texts? Or, conversely, is the Internet merely a new place to use the same reading skills and processes developed through experience with traditional print-based media? Are the changes in reading processes a matter of degree, or are they fundamentally new? And if so, how must reading theory, research, and instruction adjust? This volume brings together distinguished experts from the fields of reading research, teacher education, educational psychology, cognitive science, rhetoric and composition, digital humanities, and educational technology to address these questions. Every question is not answered in every chapter. How could they be? But every contributor has many thoughtful things to say about a subset of these important questions. Together, they add up to a comprehensive response to the issues the field faces as it approaches what may well be—or not —a crossroads. A website devoted to extending discussion around the book in creative (and disjunctive) ways [readingatacrossroads.net] moves it beyond the printed page.

The Internet is transforming the experience of reading and learning-through-reading. Is this transformation effecting a radical change in reading processes as readers synthesize understandings from fragments across multiple texts? Or, conversely, is the Internet merely a new place to use the same reading skills and processes developed through experience with traditional print-based media? Are the changes in reading processes a matter of degree, or are they fundamentally new? And if so, how must reading theory, research, and instruction adjust? This volume brings together distinguished experts from the fields of reading research, teacher education, educational psychology, cognitive science, rhetoric and composition, digital humanities, and educational technology to address these questions. Every question is not answered in every chapter. How could they be? But every contributor has many thoughtful things to say about a subset of these important questions. Together, they add up to a comprehensive response to the issues the field faces as it approaches what may well be—or not —a crossroads. A website devoted to extending discussion around the book in creative (and disjunctive) ways [readingatacrossroads.net] moves it beyond the printed page.

Computers have become a topic of concern, debate, argument, dogmatism, and inquiry among a variety of people who are interested in the fate and effectiveness of the educational system. This book presents working hypotheses of ways in which computers may fit into and/or transform classroom education. Through the exploration of learning and cognitive theory as it infuses technological developments, this volume promises to illuminate a number of important issues, including experiential learning and nontraditional computer-based instruction.

The recent evolution of western societies has been characterized by an increasing emphasis on information and communication. As the amount of available information increases, however, the user -- worker, student, citizen -- faces a new problem: selecting and accessing relevant information. More than ever it is crucial to find efficient ways for users to interact with information systems in a way that prevents them from being overwhelmed or simply missing their targets. As a result, hypertext systems have been developed as a means of facilitating the interactions between readers and text. In hypertext, information is organized as a network in which nodes are text chunks (e.g., lists of items, paragraphs, pages) and links are relationships between the nodes (e.g., semantic associations, expansions, definitions, examples -- virtually any kind of relation that can be imagined between two text passages). Unfortunately, the many ways in which these hypertext interfaces can be designed has caused a complexity that extends far beyond the processing abilities of regular users. Therefore, it has become widely recognized that a more rational approach based on a thorough analysis of information users' needs, capacities, capabilities, and skills is needed. This volume seeks to meet that need.From a user-centered perspective -- between systems and users -- this volume presents theoretical and empirical research on the cognitive processes involved in using hypertext. In so doing, it illustrates three main approaches to the design of hypertext systems: *cognitive, which examines how users process multilayered hypertext structures; *ergonomical, which explores how users interact with the design characteristics of hardware and software; and *educational, which studies the learning objectives, frequency and duration of hypertext sessions, type of reading activity, and the user's learning characteristics. This volume also tries to provide answers for the questions that have plagued hypertext research:*What is hypertext good for? *Who is hypertext good for? *If it is useful for learning and instruction, then what type? *What particular cognitive skills are needed to interact successfully with a hypertext system? Anyone interested in the fields of computer science, linguistics, psychology, education, and graphic design will find this volume intriguing, informative, and a definitive starting point for future research in the field of hypertext.

The recent evolution of western societies has been characterized by an increasing emphasis on information and communication. As the amount of available information increases, however, the user -- worker, student, citizen -- faces a new problem: selecting and accessing relevant information. More than ever it is crucial to find efficient ways for users to interact with information systems in a way that prevents them from being overwhelmed or simply missing their targets. As a result, hypertext systems have been developed as a means of facilitating the interactions between readers and text. In hypertext, information is organized as a network in which nodes are text chunks (e.g., lists of items, paragraphs, pages) and links are relationships between the nodes (e.g., semantic associations, expansions, definitions, examples -- virtually any kind of relation that can be imagined between two text passages). Unfortunately, the many ways in which these hypertext interfaces can be designed has caused a complexity that extends far beyond the processing abilities of regular users. Therefore, it has become widely recognized that a more rational approach based on a thorough analysis of information users' needs, capacities, capabilities, and skills is needed. This volume seeks to meet that need.From a user-centered perspective -- between systems and users -- this volume presents theoretical and empirical research on the cognitive processes involved in using hypertext. In so doing, it illustrates three main approaches to the design of hypertext systems: *cognitive, which examines how users process multilayered hypertext structures; *ergonomical, which explores how users interact with the design characteristics of hardware and software; and *educational, which studies the learning objectives, frequency and duration of hypertext sessions, type of reading activity, and the user's learning characteristics. This volume also tries to provide answers for the questions that have plagued hypertext research:*What is hypertext good for? *Who is hypertext good for? *If it is useful for learning and instruction, then what type? *What particular cognitive skills are needed to interact successfully with a hypertext system? Anyone interested in the fields of computer science, linguistics, psychology, education, and graphic design will find this volume intriguing, informative, and a definitive starting point for future research in the field of hypertext.

Chapter modules cover common challenges teachers face in a variety of situations, including conducting honest parent–teacher conferences, dealing with discipline issues, responding to confrontational parents, and educating neurodiverse students. Each module includes questions, worksheets, and background information for developing asset-based approaches that consider caregivers’ and students’ underlying needs.

Chapter modules cover common challenges teachers face in a variety of situations, including conducting honest parent–teacher conferences, dealing with discipline issues, responding to confrontational parents, and educating neurodiverse students. Each module includes questions, worksheets, and background information for developing asset-based approaches that consider caregivers’ and students’ underlying needs.

Research in cognitive psychology, linguistics, and artificial intelligence – the three disciplines that have the most direct application to an understanding of the mental processes in reading – is presented in this multilevel work, originally published in 1980, that attempts to provide a systematic and scientific basis for understanding and building a comprehensive theory of reading comprehension. The major focus is on understanding the processes involved in the comprehension of written text. Underlying most of the contributions is the assumption that skilled reading comprehension requires a coordination of text with context in a way that goes far beyond simply chaining together the meanings of a string of decoded words. The topics discussed are divided into five general areas: Global Issues; Text Structure; Language, Knowledge of the World, and Inference; Effects of Prior Language Experience; and Comprehension Strategies and Facilitators, and represent a broad base of methodology and data that should be of interest not only to those concerned with the reading process, but also to basic science researchers in psychology, linguistics, artificial intelligence, and related disciplines.

Research in cognitive psychology, linguistics, and artificial intelligence – the three disciplines that have the most direct application to an understanding of the mental processes in reading – is presented in this multilevel work, originally published in 1980, that attempts to provide a systematic and scientific basis for understanding and building a comprehensive theory of reading comprehension. The major focus is on understanding the processes involved in the comprehension of written text. Underlying most of the contributions is the assumption that skilled reading comprehension requires a coordination of text with context in a way that goes far beyond simply chaining together the meanings of a string of decoded words. The topics discussed are divided into five general areas: Global Issues; Text Structure; Language, Knowledge of the World, and Inference; Effects of Prior Language Experience; and Comprehension Strategies and Facilitators, and represent a broad base of methodology and data that should be of interest not only to those concerned with the reading process, but also to basic science researchers in psychology, linguistics, artificial intelligence, and related disciplines.

Originally published in 1977, this book reports the proceedings of a conference sponsored by the Navy Personnel Research and Development Center. The one common thread running through all of the formal papers and dialogue was that the knowledge a person already possesses is the principal determiner of what that individual can learn from an educational experience. These questions were addressed: How is knowledge organized? How does knowledge develop? How is knowledge retrieved and used? What instructional techniques promise to facilitate the acquisition of new knowledge? The kinds of answers provided are characterized by their as well as by their specificity. Accordingly, the volume should be of interest to both the generalist and the specialist.

Originally published in 1977, this book reports the proceedings of a conference sponsored by the Navy Personnel Research and Development Center. The one common thread running through all of the formal papers and dialogue was that the knowledge a person already possesses is the principal determiner of what that individual can learn from an educational experience. These questions were addressed: How is knowledge organized? How does knowledge develop? How is knowledge retrieved and used? What instructional techniques promise to facilitate the acquisition of new knowledge? The kinds of answers provided are characterized by their as well as by their specificity. Accordingly, the volume should be of interest to both the generalist and the specialist.