The role of interaction and corrective feedback is central to research in second language learning and teaching, and this volume is the first of its kind to explain and apply design methodologies and materials in an approachable way. Using examples from interaction, feedback and task studies, it presents clear and practical advice on how to carry out research in these areas, providing step-by step guides to design and methodological principles, suggestions for reading, short activities, memory aids and an A-Z glossary for easy reference. Its informative approach to study design, and in-depth discussions of implementing research methodology, make it accessible to novice and experienced researchers alike. Commonly used tools in these paradigms are explained, including stimulated recalls, surveys, eye-tracking, metanalysis and research synthesis. Open research areas and gaps in the literature are also discussed, providing a point-of-departure for researchers making their first foray into interaction, feedback and task-based teaching research.

Why do literary theorists see reading as an act of dispassionate textual analysis and meaning production, when historical evidence shows that readers have often read excessively, obsessively, and for sensory stimulation? Posing these and other questions, this is the first major work to bring insights from book history to bear on literary history and theory. In so doing, the book charts a compelling and innovative history of theories of reading.
While literary theorists have greatly contributed to our understanding of the text-reader relation, they have rarely taken into account that the relation between a book and a reader is also a relation between two bodies: one made of paper and ink, the other flesh and blood. This is why, Karin Littau argues, we need to look beyond the words on the page, and pay attention to the technical innovations in the physical format of the book. Only then is it possible to understand more fully how media technology has changed our experience of reading, and why media history presents a challenge to our conceptions of what reading is.
Each chapter places the reader in specific disciplinary and historical contexts: literature, criticism, philosophy, cultural history, bibliography, film, new media. Overall, the history recounted in this book points to a split between modern literary study which regards reading as a reducibly mental activity, and a tradition reaching back to antiquity which assumed that reading was not only about sense-making but also about sensation.
Theories of Reading: Books, Bodies and Bibliomania will be essential reading for all students and scholars of literary theory and history as well as of great interest to students ofthe history of the book and new media.

Using a dialogue format, contributors to this collection of essays outline key issues in the cultural history of medieval women. Many of the essays in this volume provide compelling evidence that women in Late Antiquity and the Middle Ages achieved an accomplished form of literacy, and became actively involved in literary networks of textual production and exchange. These essays also present new research on questions of the literacy and authorship of historical women. In so doing they demonstrate that medieval women, like many medieval men, did not read and write in isolation, but were surrounded and assisted by both male and female colleagues. The issue of women's ministry is another key theme addressed in this volume. Contributors examine the conditions under which women's spiritual leadership could extend to male-designated roles and mixed audiences. Several essays also address the ways in which late medieval religious women, though hampered by severe official legislation, managed to appropriate to themselves a surprising range of supposedly forbidden ecclesiastical roles. Voices in Dialogue challenges the historical and literary work of modern medieval scholars by questioning traditionally accepted evidence, methodologies, and conclusions. It will push those engaged in the field of medieval studies to reflect upon the manner in which they conceive, write, and teach history, as it urges them to situate historical women prominently within the intellectual and spiritual culture of the Middle Ages.

Teaching reading successfully requires deep knowledge of the reading process and development, as well as the implementation of impactful reading instruction and differentiation. This book aligns Montessori didactic materials and pedagogy, developed over a century ago, with current research on reading development. Readers will gain a solid overview of the Montessori philosophy and method, specifically those related to reading and language development, enabling them to support their practice in today's educational context while inspiring the wider field of education. The authors explain how the Montessori approach is inherently aligned with the Science of Reading in that they are both scientifically based and contain methods that follow a logical, systematic, and explicit progression of teaching and learning. Montessori education supports instructional differentiation that is cognizant of children's need for independence and highly mindful of literacy and language development. This book provides valuable contributions to all educators implementing Science of Reading and Structured Literacy in their practice, and is a must-have for Montessori teachers (preschool to grade 3) and those that prepare, coach, and supervise them. Book Features: Aligns the Montessori curriculum to reading research, currently known as the Science of Reading. Explains how the Montessori curriculum builds reading skills, background knowledge, and vocabulary across disciplines. Shows educators how to balance state requirements and standards with maintaining a pedagogy aligned with Montessori principles. Provides descriptions of teaching materials, classroom examples, and images. Demonstrates how to use Montessori methods to support multiculturalism and differentiation to meet the needs of diverse students. Includes suggested progressions of development, such as phonological awareness, that extend lessons using the Moveable Alphabet. Explores multisensory approaches to language and literacy instruction.

The first edition of this highly successful book received praise from many practioners in the field of language and learning difficulties. "Any practioner with an interest in the acquisition of literacy who takes the time to study Overcoming Dyslexia in some detail...will gain fresh insights iinto how they might approach the teaching of reading and spelling." ----British Journal of Special Education The second edition of this practical book has been richly nourished by the experience of teachers and pupils usiing the first edition in the classroom. The authors have created new links between multisensory learning and the National Literacy Strategy and have applied these to the National Literacy Framework and the structure of the Literacy Hour. Part one gives an informative account of ther development of literacy skills and the barriers to learning for the dyslexic learner. Part two, a Skills in Action,a provides a clear route to the development of Individual Education Plans, and will appeal to SENCOs and teachers and assistants working with the updated Code of Practice, providing additional support at school level and a School Action Plus.a Part three, a The Step by Step Programme,a details a systematic approach to learning letter sounds and high frequency words that can be used as part of a specialist programme or within the Literacy Hour.

Psychoanalysis and the Scene of Reading is a literary critic's approach to the range of meanings and activities involved in reading, understood from a psychoanalytic perspective. In thematically linked essays, the author explores writing by novelists such as Austen, Rousseau, and Woolf, as well as fictional accounts of slavery and Holocaust memoirs.

This volume surveys the research on discourse and education, adopting the broadest definition of 'discource'. * Discourse as 'talk-in-interaction', commonly espoused in studies of classroom discourse since the 1970s. * Discourse as 'ways of understanding and constituting the social world', the critical, post-structuralist view of discourse as a source of power. Several themes resonate across the four sections and the chapters within them: * Widening the scope of enquiry, combining approaches to discourse * Linking the study of discourse with ethnography * Dealing with the changing nature of contemporary patterns of communication This is one of ten volumes of the Encyclopedia of Language and Education published by Springer. The Encyclopedia bears testimony to the dynamism and evolution of the language and education field, as it confronts the ever-burgeoning and irrepressible linguistic diversity and ongoing pressures and expectations placed on education around the world.

Providing all students, particularly those with learning disabilities, with the skills necessary to succeed in school and, by extension, the real world is vital in today's educational landscape. Due to this need, innovative language and literacy tools have been developed to support these students in their learning endeavors and ensure they are receiving the best education possible. Cutting-Edge Language and Literacy Tools for Students on the Autism Spectrum covers the root causes of the language and learning challenges in autism, their consequences for language acquisition and literacy, and a variety of tools and strategies for addressing them, from teaching technologies to assistive technologies. Drawing on what the most current evidence shows about the nature of autism and which therapies and technologies are most successful, the book reviews the efficacy of existing language therapies, literacy strategies, and assistive technologies. Covering topics such as speech deficits, language learning, comprehension, and assistive communication tools, this reference work is ideal for clinicians, behavioral specialists, speech-language pathologists, special educators, researchers, academicians, practitioners, scholars, educators, and students.

Most of the everyday writing from the ancient world--that is, informal writing not intended for a long life or wide public distribution--has perished. Reinterpreting the silences and blanks of the historical record, leading papyrologist Roger S. Bagnall convincingly argues, however, that ordinary people--from Britain to Egypt to Afghanistan--used writing in their daily lives far more extensively than has been recognized. Marshalling new and little-known evidence, including remarkable graffiti recently discovered in Smyrna, Bagnall presents a fascinating analysis of writing in different segments of society. His book offers a new picture of literacy in the ancient world in which Aramaic rivals Greek and Latin as a great international language, and in which many other local languages develop means of written expression alongside these metropolitan tongues.

Dieser Band gibt die Referate auf einem Kolloquium wieder, das die Nord- rhein-Westfalische Akademie der Wissenschaften mit Unterstutzung der Gerda Henkel Stiftung am 17. und 18. Februar 1994 in den Raumen des Universi- tatsclub Bonn abgehalten hat. Die Klasse fur Geisteswissenschaften hatte die Veranstaltung beschlossen, um den im Auftrag der Monumenta Germaniae Historica unter der Leitung von Professor Dr. Peter Johanek in Munster be- triebenen Forschungen mit dem Ziel einer kritischen Gesamtausgabe der Urkunden Kaiser Ludwigs des Frommen (814-840), die als Langfristprojekt der Akademie vorgesehen sind, ihre Unterstutzung zu gewahren und zugleich die Arbeiten in einem thematisch weiter gefassten Rahmen mit eingeladenen Sachkennern zu eroertern. Dazu bot sich als leitender Gesichtspunkt an, die Herrscherurkunden als Ausdruck einer umfassenderen Schriftkultur zu be- greifen, die unter den Karolingern ihren ersten nachantiken Hoehepunkt erlebte. Die Referate schreiten demgemass in ihrer Anordnung von den allgemeinen bildungs- und schriftgeschichtlichen Voraussetzungen uber einzelne Felder zeitgenoessischer Schriftlichkeit zu den speziellen Aspekten der Diplomatik voran. Nachdem die Autoren ihre Beitrage unter Einbeziehung der in Bonn ge- fuhrten Aussprachen mit Fussnoten versehen und zum Teil auch inhaltlich erweitert hatten, wurde das Manuskript am 19. April 1995 auf Vorlage von Professor Dr. Erich Meuthen, dem Vorsitzenden der Kommission fur die Monumenta Germaniae Historica, von der Klasse fur Geisteswissenschaften zum Druck angenommen. Die redaktionelle Betreuung lag bei Dr. Martina Stratmann, der auch fur die Register zu danken ist. Munchen, im Dezember 1995 Rudolf SchieHer Abkurzungs-und Siglenverzeichnis Abh.