Children Learning To Read: International Concerns
Volume 2
1. Auflage
Erschienen am 27. Januar 1995
Buch
Hardcover
228 Seiten
978-0-7507-0365-9 (ISBN)
Beschreibung
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.
Weitere Details
Sprache
Englisch
Verlagsort
London
Großbritannien
Verlagsgruppe
Taylor & Francis Ltd
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Maße
Höhe: 234 mm
Breite: 156 mm
Gewicht
560 gr
ISBN-13
978-0-7507-0365-9 (9780750703659)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Weitere Ausgaben
Andere Ausgaben
E-Book
01/2013
Routledge
62,99 €
Als Download verfügbar
E-Book
01/2013
Routledge
62,99 €
Als Download verfügbar
Buch
01/1995
1. Auflage
Routledge Falmer
69,70 €
Artikel leider nicht bestellbar
Person
Owen, Pamela
Inhalt
Introduction: International Concerns and Controversies, P. Pumfrey, P. Owen; Part 1 Curriculum Concerns; Chapter 1 Expanding the Dimensions of World Literacy, C. Foley; Chapter 2 Children's Learning and the New English Curriculum, B. Raban-Bisby; Chapter 3 The Ecology of Sense-making: The Literacy-learner's Dilemma, M. Bogle; Chapter 4 The Avon Collaborative Reading Study, T. Gorman; Chapter 5 Writing Systems in Different Languages: A Factor Affecting Literacy Standards?, C. Upward; Chapter 6 'Equal-Plus': A New Initial-teaching Orthography, N. Atkinson; Part 2 Assessment; Chapter 7 Defining the Reading Domain: Is a Curriculum Definition Sufficient to Establish a Standard?, T. Christie; Chapter 8 A Framework for Literacy Assessment, P. Smith; Chapter 9 Reading Standards at Key Stage 1 in Schools in England and Wales: Aspiration and Evidence, P. Pumfrey; Chapter 10 Teachers as Part Icipants in the National Reading Examinations, E. Meiselles; Chapter 11 A Comparison of Teacher Strategies, Aims and Activities in Two Countries Part Icipating in the IEA Reading-literacy Study, V. Froese; Chapter 12 The IEA Study of Reading Literacy, P. Allerup;