Learning to Read: An Integrated View from Research and PracticeTerezinha Nunes Springer Science & Business Media, 1999 M08 31 - 394 pages European and North American researchers and scholars of child development and learning, psychology, linguistics, and education present 20 contributions addressing research and practice on literacy teaching and learning. Organized into four sections, the volume first presents a collection of studies on the development of reading and spelling which bring together questions about how children learn and how literacy should be taught. It then concentrates on children who find the acquisition of literacy particularly difficult. Consideration is given to how teachers and teacher educators use theories about literacy acquisition, followed by consideration of questions related to the assessment of children's progress in literacy and the design of literacy instruction. Each section is preceded by a brief introduction that evaluates some of the main issues across the chapters. Annotation copyrighted by Book News, Inc., Portland, OR |
Contents
Introductory Comments | 3 |
Morphemes and Spelling | 15 |
From Learning to Teaching to Learning French Written Morphology | 43 |
Oral and Written Words Are They the Same Units? | 65 |
A TwoWay Street | 77 |
Interacting Processes in the Development of Printed Word Recognition | 105 |
Assessment and Intervention for Children with Reading Difficulties | 121 |
Introductory Comments | 123 |
Introductory Comments | 211 |
The Reading Comments | 217 |
The TeachingLearning Process in Early Written Language Acquisition | 229 |
How Theorization Can Help in Teacher Training | 243 |
Relations between Teachers Subject Matter Knowledge about Written Language and Their Mental Models about Childrens Learning | 259 |
Issues in the Teaching and Assessment of Childrens Literacy Process | 283 |
Introductory Comments | 285 |
Focused Literacy Teaching at the Start of School | 293 |
Preschool Prediction and Prevention of Dyslexia | 133 |
A Closer Look at the Spelling of Children with Reading Problems | 155 |
Egoinvolved Stimulation of Early Literacy | 173 |
Implications for Assessment and Teaching | 195 |
The Use of Theories by Teachers and Teacher Educators | 209 |
From Invention to Convention Childrens Different Routes to Literacy | 315 |
Implications for Instruction and Assessment | 343 |
Apostrophes and Their Uses | 369 |
Other editions - View all
Learning to Read: An Integrated View from Research and Practice Terezinha Nunes Limited preview - 2012 |
Learning to Read: An Integrated View from Research and Practice: An ... Terezinha Nunes Limited preview - 1999 |
Common terms and phrases
ability acquisition adjectives Advanced phonetic alphabetic analysis apostrophe aspects assessment backward readers Brügelmann Bryant child children of dyslexic children's minds classroom cognitive consonants context correlations decoding developmental digraphs dyslexia dyslexic parents Education effect Elbro English Erlbaum example Ferreiro grade grammatical grapheme Hebrew homophone inflection instruction interaction intervention irregular verbs Journal kindergarten knowledge learning to read letters lexical linguistic literacy Mann-Whitney meaning mental models minds and learning morphemes morphological nonwords normal readers nouns Nunes oral language orthographic past verbs performance phoneme awareness phonics phonological awareness plural poor readers predicted predictors programme pronunciation pseudo-verbs pseudoword psycholinguistic Psychology pupils quotient group reading age reading and spelling reading and writing reading development reading skills rules scores segmentation semantic sentence significant Snowling sound spoken morphology stages strategies syllables syntactic task teachers Teberosky vocabulary vowel whole language word reading word recognition written language
References to this book
Reading Development in Chinese Children Catherine McBride-Chang,Hsuan-Chih Chen No preview available - 2003 |