Developmental, Cognitive, and Sociocultural Perspectives on Assessing and Instructing Reading.

Palincsar, Annemarie Sullivan; Perry, Nancy Ellen

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Peer reviewed

ERIC Number: EJ589148

Record Type: CIJE

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0279-6015

EISSN: N/A

Developmental, Cognitive, and Sociocultural Perspectives on Assessing and Instructing Reading.

Palincsar, Annemarie Sullivan; Perry, Nancy Ellen

School Psychology Review, v24 n3 p331-44 1995

Presents three perspectives influencing contemporary views of literacy learning: developmental, cognitive, and sociocultural. Perspectives inform the selection of guidelines for school psychologists engaged in assessing and recommending instruction in areas of word recognition, vocabulary, and text comprehension. (Author/JDM)

Descriptors: Cognitive Ability, Literacy, Reading, Reading Instruction, School Psychologists, Social Influences, Student Evaluation, Word Recognition

Publication Type: Information Analyses; Journal Articles; Opinion Papers

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Mini-series: "Recent Advances in Reading Instruction and Remediation". For related articles, see CG 554 046-054.