Articles liés à Interdisciplinary Perspectives on Learning to Read
Synopsis
Interdisciplinary Perspectives on Learning to Read brings together different disciplinary perspectives and studies on reading for all those who seek to extend and enrich the current practice, research and policy debates. The breadth of knowledge that underpins pedagogy is a central theme and the book will help educators, policy-makers and researchers understand the full range of research perspectives that must inform decisions about the development of reading in schools. The book offers invaluable insights into learners who do not achieve their full potential. The chapters have been written by key figures in education, psychology, sociology and neuroscience, and promote discussion of:
- comprehension
- gender and literacy attainment
- phonics and decoding
- digital literacy at home and school
- bilingual learners and reading
- dyslexia and special educational needs
- evidence based literacy
- visual texts.
This book encompasses a comprehensive range of conceptual perspectives on reading pedagogy and offers a wealth of new insights to support innovative research directions.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
À propos de l?auteur
Kathy Hall is Professor of Education and Head of the School of Education at University College Cork.
Usha Goswami is Professor of Education at the University of Cambridge and a Fellow of St John's College, Cambridge.
Colin Harrison has a personal chair in Literacy Studies in Education at the University of Nottingham.
Sue Ellis is Reader in Literacy and Language in the Department of Childhood and Primary Studies at the University of Strathclyde.
Janet Soler is Senior Lecturer at the Open University, where she teaches and publishes on literacy education and literacy policy.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
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Interdisciplinary Perspectives on Learning to Read (Routledge Psychology in Education)
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Routledge (edition 1), 2010
ISBN 10 : 0415561248
ISBN 13 : 9780415561242
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Interdisciplinary Perspectives on Learning to Read : Culture, Cognition and Pedagogy
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Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy (Routledge Psychology in Education)
Edité par
Routledge, 2010
ISBN 10 : 0415561248
ISBN 13 : 9780415561242
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Interdisciplinary perspectives on learning to read (Routledge Psychology in Education)
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ISBN 10 : 0415561248
ISBN 13 : 9780415561242
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Interdisciplinary Perspectives on Learning to Read (Routledge Psychology in Education)
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ISBN 13 : 9780415561242
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Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy
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Routledge, 2010
ISBN 10 : 0415561248
ISBN 13 : 9780415561242
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Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy
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Routledge, 2010
ISBN 10 : 0415561248
ISBN 13 : 9780415561242
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Couverture souple
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Etat : Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,550grams, ISBN:9780415561242. N° de réf. du vendeur 8597624
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