Word Recognition in Beginning Literacy

Nonfiction, Reference & Language, Education & Teaching, Teaching, Teaching Methods
Cover of the book Word Recognition in Beginning Literacy by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781135680060
Publisher: Taylor and Francis Publication: June 17, 2013
Imprint: Routledge Language: English
Author:
ISBN: 9781135680060
Publisher: Taylor and Francis
Publication: June 17, 2013
Imprint: Routledge
Language: English

This edited volume grew out of a conference that brought together beginning reading experts from the fields of education and the psychology of reading and reading disabilities so that they could present and discuss their research findings and theories about how children learn to read words, instructional contexts that facilitate this learning, background experiences prior to formal schooling that contribute, and sources of difficulty in disabled readers. The chapters bring a variety of perspectives to bear on a single cluster of problems involving the acquisition of word reading ability. It is the editors' keen hope that the insights and findings of the research reported here will influence and become incorporated into the development of practicable, classroom-based instructional programs that succeed in improving children's ability to become skilled readers. Furthermore, they hope that these insights and findings will become incorporated into the working knowledge that teachers apply when they teach their students to read, and into further research on reading acquisition.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This edited volume grew out of a conference that brought together beginning reading experts from the fields of education and the psychology of reading and reading disabilities so that they could present and discuss their research findings and theories about how children learn to read words, instructional contexts that facilitate this learning, background experiences prior to formal schooling that contribute, and sources of difficulty in disabled readers. The chapters bring a variety of perspectives to bear on a single cluster of problems involving the acquisition of word reading ability. It is the editors' keen hope that the insights and findings of the research reported here will influence and become incorporated into the development of practicable, classroom-based instructional programs that succeed in improving children's ability to become skilled readers. Furthermore, they hope that these insights and findings will become incorporated into the working knowledge that teachers apply when they teach their students to read, and into further research on reading acquisition.

More books from Taylor and Francis

Cover of the book Managing Labour in Small Firms by
Cover of the book The Subversive Poetics of Alfred Jarry by
Cover of the book Turgenev and the Context of English Literature 1850-1900 by
Cover of the book Decentring Health Policy by
Cover of the book Kings and Kingdoms of Early Anglo-Saxon England by
Cover of the book OPEC: Twenty Years and Beyond by
Cover of the book Shaping Urban Infrastructures by
Cover of the book Asian Regionalism and Japan by
Cover of the book Children's Play, Pretense, and Story by
Cover of the book The Writings of Henry Barrow, 1590-91 by
Cover of the book Please Select Your Gender by
Cover of the book Summer Learning by
Cover of the book Rewriting the Thirties by
Cover of the book European Identity and Culture by
Cover of the book The Nature of Thought by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy