Learning to Read

An Integrated View from Research and Practice

By: Terezinha Nunes (Editor)

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Paperback | 31 August 1999

At a Glance

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408 Pages

Dimensions(cm)
24.13 x 15.88 x 1.91

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Literacy research has continued to develop at a rapid pace in these last five years of the millennium. New ideas about how children learn to read have led to a better understanding of the causes of progress and failure in the mastery of literacy, with repercussions for children's assessment and teacher education. These new discoveries also allow teachers to transcend the old debates in reading instruction (phonics versus whole language) and offer the path to a synthesis. At the same time, research with teachers about their own implementation of methods and the development of their own knowledge about the teaching of literacy has produced a fresh analysis of the practice of literacy teaching. Inspired by these developments, teachers, teacher educators and researchers worked together to produce this volume, which promotes the integration of literacy research and practice.

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You Can Find This Book In

Non-Fiction Language & Linguistics Language Learning & Teaching Specific Skills of Learning Language Reading Skills Linguistics Psycholinguistics Education Educational Psychology Literacy Psychology Cognition & Cognitive Psychology

Teaching of a Specific Subject Social Psychology The Self, Ego, Identity, Personality Physiological & Neuro-Psychology, Biopsychology Reference, Dictionaries & Guides

List of Contributors	p. ix
About This Book	p. xi
Developmental Research and the Teaching of Reading
Introductory Comments	p. 3
Morphemes and Spelling	p. 15
From Learning to Teaching to Learning French Written Morphology	p. 43
Oral and Written Words. Are They the Same Units?	p. 65
Developing Morphological Awareness and Learning to Write: A Two-Way Street	p. 77
Interacting Processes in the Development of Printed Word Recognition	p. 105
Assessment and Intervention for Children with Reading Difficulties
Introductory Comments	p. 123
Pre-school Prediction and Prevention of Dyslexia: A Longitudinal Study with Children of Dyslexic Parents	p. 133
A Closer Look at the Spelling of Children with Reading Problems	p. 155
Egoinvolved Stimulation of Early Literacy	p. 173
The Role of Semantic and Phonological Skills in Learning to Read: Implications for Assessment and Teaching	p. 195
The Use of Theories by Teachers and Teacher Educators
Introductory Comments	p. 211
The Reading Debate	p. 217
The Teaching-Learning Process in Early Written Language Acquisition	p. 229
Theoretical Discussions and Pedagogical Practice: How "Theorization" Can Help in Teacher Training	p. 243
Relations between Teachers' Subject Matter Knowledge about Written Language and Their Mental Models about Children's Learning	p. 259
Issues in the Teaching and Assessment of Children's Literacy Process
Introductory Comments	p. 285
Focused Literacy Teaching at the Start of School	p. 293
From Invention to Convention. Children's Different Routes to Literacy	p. 315
Issues in the Development of Second Language Reading: Implications for Instruction and Assessment	p. 343
Words, Letters and Smurphs: Apostrophes and Their Uses	p. 369
Table of Contents provided by Syndetics. All Rights Reserved.

Learning to Read

An Integrated View from Research and Practice

At a Glance

Paperback

Shipping

How to return your order

Defective items

You Can Find This Book In

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