Reading development and the teaching of reading : a psychological perspective
著者
書誌事項
Reading development and the teaching of reading : a psychological perspective
Blackwell Publishers, 1999
- : hbk
- : pbk
大学図書館所蔵 全21件
注記
Includes bibliographical references and indexes
内容説明・目次
- 巻冊次
-
: hbk ISBN 9780631206811
内容説明
The expert contributors to this volume demonstrate how psychological research can help us to understand the reading process and its development. The collection presents perspectives from a scientific approach to the study of reading and reading development. They are all concerned with how children learn to read, and only indirectly with the broader implications of their research in this area, though each has attempted to bring out the possible implications and applications of their theories and research in these chapters. The contributors address a number of diverse areas: definitions of literacy, models of reading development, recent insights into dyslexia, and factors affecting reading development in children. Practitioners, researchers and students will find in this volume an invaluable source of information and research into literacy and its acquisition.
目次
Introduction: Jane Oakhill, Roger Beard and Dennis Vincent. The Structure of Phonemic Awareness: Philip Gough. How Research Might Inform the Debate about Early Reading Acquisition: Keith Stanovich and Paula Stanovich. Cognitive Research Can Inform Reading Education: Charles Perfetti. Phases of Development in Learning to Read Words: Linnea Ehri. Learning to Read Words Turns Listeners into Readers: How Children Accomplish this Transition: Morag Stuart. Dyslexic Parents and Their Children: Carsten Elbro. Phonological Development and Reading by Analogy: Usha Goshwami. The Messenger Maybe Wrong, but the Message Maybe Right: Connie Juel. Meaningless, Productivity, and Reading: Some Observations about the Relation Between the Alphabet and Speech: Brian Byrne and Alvin Liberman. Afterword: Marilyn Jager Adams. Index.
- 巻冊次
-
: pbk ISBN 9780631206828
内容説明
This volume demonstrates how psychological research helps us to better understand the reading process and its development.
目次
List of Figures. List of Tables.
Preface.
Acknowledgements.
List of Contributors.
1 The New Literacy: Caveat Emptor (Philip B. Gough).
2 How Research Might Inform the Debate about Early Reading Acquisition (Keith E. Stanovich and Paula J. Stanovich).
3 Cognitive Research and the Misconception of Reading Education (Charles A. Perfetti).
4 Constructing Meaning: The Role of Decoding (Philip B. Gough and Sabastian Wren).
5 Phases of Development in Learning to Read Words (Linnea C. Ehri).
6 Learning to Read Words Turns Listeners into Readers: How Children Accomplish this Transition (Morag Stuart, Jackie Masterson and Maureen Dixon).
7 Dyslexia: Core Difficulties, Variability and Causes (Carsten Elbro).
8 Meaningless, Productivity, and Reading: Some Observations about the Relation between the Alphabet and Speech (Brian Byrne and Alvin M. Liberman).
9 Phonological Development and Reading by Analogy: Epilinguistic and Metalinguistic Issues (Usha Goswami).
10 The Messenger may be Wrong, but the Message may be Right (Connie Juel).
11 Afterword: The Science and Politics of Beginning Reading Practices (Marilyn Jager Adams).
Subject Index.
Author Index.
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