Learning to Read: Psychology in the Classroom - Couverture rigide

Couverture rigide

ISBN 10 : 0631191321 ISBN 13 : 9780631191322

Editeur : Blackwell Publishers, 1995

Synopsis

The purpose of this book is to bridge the gap between those who teach children to read and those who research into the psychological processes involved in learning to read. The book brings together leading researchers from both psychology and education (including Roger Beard, Maggie Snowling, Charles Hulme and Jane Oakhill) to write about aspects of the psychology of reading which should be of use to teachers in the classroom. Throughout, there is an emphasis on practical advice and on making more complex psychological issues accessible to teachers.

A propos du livre

Présentation de l'éditeur

Learning to Read: Psychology in the Classroom is an informative and stimulating book for all those involved in the study of reading and teaching of reading skills. This lively book links the study of cogntive processes involved in reading with the reading skills acquired by the learning child, with the practical needs of the teachers. Throughout, the importance of applying a scientific approach to the study and teaching of reading is emphasised.
Early chapters appraise current educational practices in the teaching of reading and relate these to our present understanding of what it is that children learn when they begin to read. As a central theme, the normal pattern of reading development is compared with disturbed reading development. Later chapters discuss methods of assessing reading ability in individual children and report a well–designed and successful treatment programme carried out in the classroom with groups of poor readers. Finally the book addresses the problems of children who may master the mechanics of reading but fail to understand what they read.
Chapters are written in a readable style by internationally known academic researchers, and the editors have provided introductory and linking pieces for each chapter.

Revue de presse

"This is a well–judged, well–balanced and timely book. It takes a serious, down–to–earth look at reading and writing as psychological processes. These processes are demonstrable over and above any fads and fashions in teaching. Rather, they can inform teaching practice, and this really is the central concern of this book. Of course, there is always a gap between laboratory and classroom, but this book will act as an enthusiastic and well–informed go–between." Uta Frith, MRC Cognitve Development Unit, London, UK

Détails de l'édition

• Éditeur: Blackwell Publishers
• Date d'édition: 1995
• Langue: anglais
• ISBN 10: 0631191321
• ISBN 13: 9780631191322
• Reliure: Relié
• Nombre de pages: 208
• Éditeur: Funnell Elaine, Stuart Morag
• Coordonnées du fabricant: non disponible