Phonological skills and learning to read
著者
書誌事項
Phonological skills and learning to read
（Psychology press and Routledge classic editions）
Routledge, 2016
Classic ed
- : hbk
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注記
"First edition published by Psychology Press 1990"--T.p. verso
Includes bibliographical references (p. [147]-153) and indexes
内容説明・目次
内容説明
In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children's reading and spelling development:
pre-school phonological knowledge of rhyme and alliteration
the impact of alphabetic instruction on knowledge about phonemes
links between early spelling and later reading.
This classic edition includes a new introduction from the authors which evaluates research from the past 25 years. Examining new evidence from auditory neuroscience, statistical modelling and orthographic database analyses, as well as new data from cognitive developmental psychology and educational studies, the authors consider how well their original ideas have stood up to the test of time.
Phonological Skills and Learning to Read will continue to be essential reading for students and researchers in language and literacy development, and those involved in teaching children to read.
目次
Praise for the First Edition
Introduction to the Classic Edition
1 Phonological Awareness and Reading.
2 How Children Read Words.
3 Spelling and Phonological Awareness.
4 How Children Read and Write New Words.
5 Comparisons with Backward Readers and Spellers.
6 Correlations and Longitudinal Predictions.
7 Teaching Children About Sound.
8 Do Children Read and Fail to Learn to Read in Different Ways from Each Other.
9 Theories About Learning to Read.
Index
「Nielsen BookData」 より
