Learning to Read and Write: A Cross-Linguistic Perspective (Cambridge Studies in Cognitive and Perceptual Development, Series Number 2)

Harris, Margaret [Editor]; Hatano, Giyoo [Editor];

ISBN 10: 0521621844 / ISBN 13: 9780521621847

Edité par Cambridge University Press, 1999

A propos de cet article

Hardcover with dust jacket. Book is in excellent condition, text is unmarked and pages are tight.

N° de réf. du vendeur 62845

Détails bibliographiques

• Titre: Learning to Read and Write: A Cross-Linguistic Perspective (Cambridge Studies in Cognitive and Perceptual Development, Series Number 2)
• Éditeur: Cambridge University Press
• Date de parution: 1999
• Langue: anglais
• ISBN à 10 chiffres: 0521621844
• ISBN à 13 chiffres: 9780521621847
• Reliure: hardcover
• État de l'article: As New
• Poids: 19 onces

A propos de ce titre

Synopsis

Cross-linguistic perspective on how children learn to read and write in different languages and scripts.

Présentation de l'éditeur

For many years, the development of theories about the way children learn to read and write was dominated by studies of English-speaking populations. As we have learned more about the way that children learn to read and write other scripts - whether they have less regularity in their grapheme-phoneme correspondences or do not make use of alphabetic symbols at all - it has become clear that many of the difficulties that confront children learning to read and write English specifically are less evident, or even non-existent, in other populations. At the same time, some aspects of learning to read and write are very similar across scripts. The unique cross-linguistic perspective offered in this book, including chapters on Japanese, Greek and the Scandinavian languages as well as English, shows how the processes of learning to read and spell are affected by the characteristics of the writing system that children are learning to master.