Reading Development and the Teaching of Reading - Couverture rigide

Couverture rigide

ISBN 10 : 0631206817 ISBN 13 : 9780631206811

Editeur : Wiley–Blackwell, 1999

A propos du livre

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)

À propos de cette édition

• Éditeur: Wiley–Blackwell
• Date d'édition: 1999
• ISBN 10: 0631206817
• ISBN 13: 9780631206811
• Reliure: Relié
• Nombre de pages: 264