Learning to Read
Psychology in the Classrooom
Published on 26. April 1995
Book
Hardback
208 pages
978-0-631-19132-2 (ISBN)
Description
The purpose of this book is to bridge the gap between those who teach children to read and those who research into the psychological processes involved in learning to read. The book brings together leading researchers from both psychology and education (including Roger Beard, Maggie Snowling, Charles Hulme and Jane Oakhill) to write about aspects of the psychology of reading which should be of use to teachers in the classroom. Throughout, there is an emphasis on practical advice and on making more complex psychological issues accessible to teachers.
More details
Language
English
Place of publication
Oxford
United Kingdom
Publishing group
John Wiley and Sons Ltd
Target group
Professional and scholarly
Illustrations
19 figures, 8 tables, index
Dimensions
Height: 229 mm
Width: 152 mm
Weight
466 gr
ISBN-13
978-0-631-19132-2 (9780631191322)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Content
Learning to read - psychology and education, Roger Beard; recognizing printed words unlocks the door to reading - how do children find the key?, Morag Stuart; the cognitive psychology of reading acquisition in the classroom - fact or fantasy?, Philip H.K. Seymour and Henryka M. Evans; assessing readings skills, Nata Goulandris and Margaret Snowling; helping to overcome early reading failure, Peter J. Hatcher, Charles Hulme and Andrew W. Ellis; learning to understand written language, Jane Oakhill and Nicola Yuill; postscript, Elaine Funnell and Morag Stuart.