Books.org participates in affiliate programs including Bookshop.org and the Amazon Services LLC Associates Program. We may earn a commission from qualifying purchases made through links on this page, at no additional cost to you.
Overview
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 literary 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.Synopsis
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 c. Book News, Inc., Portland, OR