Children Learning to Read: Volume 2

Children Learning to Read: Volume 2 : International Concerns

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This is the second 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 are included from the UK, USA, Canada, Australia, Jamaica and Israel with evidence drawn from over 18 countries. Despite the contexted 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. This volume addresses the issues of curriculum and assessment in the context of accountability.
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Product details

  • Paperback | 228 pages
  • 154 x 230 x 18mm | 322.06g
  • Taylor & Francis Ltd
  • Routledge Falmer
  • London, United Kingdom
  • English
  • 0750703660
  • 9780750703666

Table of contents

Curriculum concerns: Introduction - International Concerns and Controversies, P. Pumfrey and P. Owen; Children's Learning and the New English Curriculum, B. Raban; The Ecology of Sense Making: The Literacy Learner's Dilemma, M. Bogle; Writing Systems in Different Countries: A Factor Affecting Literacy Standards?, C. Upward; "Equal-plus" A New Initial Teaching Orthography, N. Atkinson. Assessment: Defining the Reading Domain: Is a Curriculum Definition Sufficient To Establish a Standard?, T. Christie; Teachers as Participants in the National Reading Examinations, E. Meiselles; A Comparison of Teacher Strategies, Aims and Activities in Two Countries, Participating in the International Association for the Evaluation of Educational Achievement (IEA Reading Literacy Study), V. Froese.
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