| "In Learning to Read in the Computer Age, authors Anne Meyer and David Rose provide a thoughtful book that will help educate teachers in the theories and uses of computers for the teaching of reading. It presents rich knowledge both about computers and about the process of learning to read, relating computers to theories of the brain and to the teaching of reading skills and strategies. It also shows how computers can enhance student motivation and engagement." (from the preface by Jeanne S. Chall, Series Editor and John F. Onofrey, Editor). The print version of this book is available to order online through Amazon.com or by phone from Brookline Books at 1-800-666-BOOK |
Preface
This book — part of a new series, From Reading Research to Practice — is designed to bring to those working in the field of reading and literacy the most significant research underlying effective practices in reading instruction. Written for teachers of reading, this series will also be a valuable resource for prospective teachers, administrators, and researchers who seek to understand the new as well as the enduring research in the teaching of reading.
It is hard to find a proposal for improving American education that does not include plans for the widespread use of computers. Yet concerns abound that the benefits of computers in education will lag behind until the teachers who guide the students have a better understanding of their use.
In Learning to Read in the Computer Age, Anne Meyer and David Rose provide a thoughtful book that will help educate teachers in the theories and uses of computers for the teaching of reading. It presents rich knowledge both about computers and about the process of learning to read, relating computers to theories of the brain and to the teaching of reading skills and strategies. It also shows how computers can enhance student motivation and engagement.
Teachers will learn from the book about the variety of computer software available for teaching reading at various levels, for students who make normal progress as well as for those who experience problems.
The authors have high hopes for the use of computers in the teaching of reading and literacy, but they wisely point out the weaknesses of some computer programs as well as their strengths. This presentation is firmly based in theories and research on learning to read and offers an exciting view of the future use of computers in reading instruction.
Jeanne S. Chall, Ph.D., Series Editor
John F. Onofrey, Editor
