Children Learning To Read: International Concerns
Volume 2
Published on 11. January 2013
228 pages
978-1-135-78328-0 (ISBN)
Description
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.
More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Professional and scholarly
File size
19,44 MB
ISBN-13
978-1-135-78328-0 (9781135783280)
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 Classification
Other editions
Additional editions
Book
01/1995
1st Edition
Routledge Falmer
€198.41
Article not available for order
Book
01/1995
1st Edition
Routledge Falmer
€69.70
Article not available for order
Person
Owen, Pamela
Content
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;
