Twenty kid-pleasing little books plus a teaching guide packed with lessons, tips, and literacy-boosting reproducible. Correlates with Guided Reading Level A!

Learn twenty software reading techniques to enhance your effectiveness in reviewing and inspecting software artifacts such as requirements specifications, designs, code files, and usability. Software review and inspection is the best practice in software development that detects and fixes problems early. Software professionals are trained to write software but not read and analyze software written by peers. As a result, individual reading skills vary widely. Because the effectiveness of software review and inspection is highly dependent on individual reading skills, differential outcomes among software readers vary by a factor of ten. Software Reading Techniques is designed to close that gap. Dr Yang‐Ming Zhu’s depth of experience as a software architect, team leader, and scientist make him singularly well-equipped to bring you up to speed on all the techniques and tips for optimizing the effectiveness and efficiency of your software review and inspection skills. What You'll Learn: Improve software review, inspection procedures, and reading skills Study traditional and modern advanced reading techniques applicable to software artifacts Master specific reading techniques for software requirements specification, software design, and code Who This Book Is For: Software professionals and software engineering students and researchers

This collection features papers addressing current issues in reading comprehension from cognitive and linguistic perspectives. Organized into three sections, the volume investigates text considerations and reader-text interactions. Each paper presents a substantial and comprehensive review of theory and research related to cognition and reading comprehension.

This important new study presents the most complete account to date of verbal efficiency theory and its implications for reading disability, learning to read, and beginning reading instruction. Following a review of basic research, the author provides a thorough account of skilled reading processes and carefully delineates the reasons for differences in reading ability. Comparisions between adult and child readers and between normal readers and dyslexics illuminate the theoretical discussion and demonstrate practical applications in therapy and pedagogy. Reading Ability will be of particular interest to students and researchers in educational psychology, cognitive psychology, psycholinguistics, and reading psychology.

Based on a screenplay written by Andrew W. Marlowe.