Children Learning to Read: Emergent and Developing Reading: Messages for Teachers v.1

Children Learning to Read: Emergent and Developing Reading: Messages for Teachers v.1 : International Concerns

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Description

This is the first of a two-volume publication which provides an international perspective on how children learn to read. Research studies and classroom experiences from around the world are reported, highlighting implications for the design implementation and evaluation of classroom reading programmes. Contributions and evidence is drawn from over 18 countries and, despite the national differences, there are many common concerns and controversies. From these, three areas are identified: the first is developing an improved understanding of the nature of children's early reading development; the second is the consideration of the ways in which children's reading can be encouraged; and finally issues of assessment in the context of accountability are addressed. This volume deals with the first of these concerns.

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Product details

  • Hardback | 212 pages
  • 154.9 x 236.2 x 17.8mm | 430.92g
  • Taylor & Francis Ltd
  • Routledge Falmer
  • London, United Kingdom
  • English
  • 0750703636
  • 9780750703635
  • 1,920,570

Table of contents

The Importance of Phonological Awareness: The Emergence of Word Reading in Beginning Reading, L. Ehri; Some Effects of Teaching Techniques on Early Reading, R. Stainthorp; Phonemic Awareness and Balanced Reading Instruction, A. Adamik-Jaszo; Some Effects of Phonics Teaching on Early Reading Development, R. Johnston; Children Learn to Read by Being Taught, M. Turner. Wider Concerns: New Moves in Early Literacy in Europe, H. Dombey; What Do Children Know About Reading Before They Go To School?, P. Munn; Teacher Decision-Making in Early Literacy Teaching, R. Fisher; The Importance of the Teacher, R. Campbell; Stance, Meaning and Voluntary Reading, M. Hunter-Carsch.

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