Articles liés à Reading Development and the Teaching of Reading: A...
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Synopsis
The expert contributors to this volume demonstrate how psychological research can help us to understand the reading process and its development. The collection presents perspectives from a scientific approach to the study of reading and reading development. They are all concerned with how children learn to read, and only indirectly with the broader implications of their research in this area, though each has attempted to bring out the possible implications and applications of their theories and research in these chapters. The contributors address a number of diverse areas: definitions of literacy, models of reading development, recent insights into dyslexia, and factors affecting reading development in children. Practitioners, researchers and students will find in this volume an invaluable source of information and research into literacy and its acquisition.
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Quatrième de couverture
In recent years, there has been increasing emphasis on the idea of reading as a ′socio–cultural′ phenomenon, which is derived from the idea that reading is not an isolated skill, but is necessarily related to the purposes reading will be put to in particular social and cultural contexts. Reading Development and the Teaching of Reading acknowledges the undoubted contribution of language, motivation and cultural factors to the acquisition of lit4eracy whilst engaging with the contribution of scientific experimental research to the understanding of reading and its development.
The prominent contributors to the book demonstrate how psychological research contributes to our understanding of both the nature of literacy and reading development. Practitioners, researchers and students will find in this volume an invaluable source of information on research into literacy and its acquisition.
The origins of this book were in a special issue of the Journal of Research in Reading (a United Kingdom Reading Association Journal)
Revue de presse
"Oakhill and Beard present an overview and a detialed account of major issues related to the development and the teaching of reading.... The material is well linked internally. Together, the chapters provide an important explanation of the debates that have long existed in reading circles. The book provides a forum to develop new philosophical lines of inquiry on reading rather than continuing to seek answers to traditional notions of reading instruction.... This important and exciting text illuminates key social and political issues surrounding the teaching of reading. A thought–provoking volume worthy of note. Highly recommended for graduate students, faculty, and researchers." ( Choice September 2000)
"...the collection provides a good, if familiar, view of the cognitive approach to reading acquisition.... It will be a useful supporting text for those who already operate within the cognitive experimental framework." (Educational Research, Vol 42, No3, Winter 2000)
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
- ÉditeurBlackwell Publishers
- Date d'édition1999
- ISBN 10 0631206817
- ISBN 13 9780631206811
- ReliureRelié
- Langueanglais
- Nombre de pages264
- ÉditeurOakhill Jane, Etc., Beard Roger, Vincent Dennis
- Coordonnées du fabricantnon disponible
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