Learning to Read: An Integrated View from Research and Practice

✍ Scribed by Terezinha Nunes (auth.), Terezinha Nunes (eds.)

• Publisher: Springer Netherlands
• Year: 1999
• Tongue: English
• Leaves: 389
• Series: Neuropsychology and Cognition 17
• Edition: 1
• Category: Library

✦ Synopsis

Literacy research has continued to develop at a rapid pace in these last five years of the millennium. 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 literacy 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.

✦ Table of Contents

Front Matter....Pages i-xii
Front Matter....Pages 1-1
Introductory Comments....Pages 3-14
Morphemes and Spelling....Pages 15-41
From Learning to Teaching to Learning French Written Morphology....Pages 43-63
Oral and Written Words. Are they the Same Units?....Pages 65-76
Developing Morphological Awareness and Learning to Write: A Two-Way Street....Pages 77-104
Interacting Processes in the Development of Printed Word Recognition....Pages 105-120
Front Matter....Pages 121-121
Introductory Comments....Pages 123-131
Pre-School Prediction and Prevention of Dyslexia: A Longitudinal Study with Children of Dyslexic Parents....Pages 133-154
A Closer Look at the Spelling of Children with Reading Problems....Pages 155-171
Egoinvolved Stimulation of Early Literacy....Pages 173-193
The Role of Semantic and Phonological Skills in Learning to Read: Implications for Assessment and Teaching....Pages 195-208
Front Matter....Pages 209-209
Introductory Comments....Pages 211-215
The Reading Debate …....Pages 217-228
The Teaching-Learning Process In Early Written Language Acquisition....Pages 229-241
Theoretical Discussions and Pedagogical Practice: How “Theorization” can Help in Teacher Training....Pages 243-257
Relations Between Teachers’ Subject Matter Knowledge About Written Language and their Mental Models About Children’s Learning....Pages 259-282
Front Matter....Pages 283-283
Introductory Comments....Pages 285-291
Focused Literacy Teaching at the Start of School....Pages 293-314
From Invention to Convention Children’s Different Routes to Literacy....Pages 315-341
Issues in the Development of Second Language Reading: Implications for Instruction and Assessment....Pages 343-367
Front Matter....Pages 283-283
Words, Letters and Smurphs: Apostrophes and Their Uses Introduction and Context....Pages 369-391
Back Matter....Pages 393-394

✦ Subjects

Cognitive Psychology; Community and Environmental Psychology; Neuropsychology