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Interdisciplinary perspectives on learning to read : culture, cognition and pedagogy

Author: Kathy Hall
Publisher: New York : Routledge, 2010.
Edition/Format:   eBook : Document : English : 1st edView all editions and formats
Summary:

Brings together different disciplinary perspectives and studies on learning to read with a view to extending and enriching debate, practice, research and policy on the development of reading.

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Genre/Form: Electronic books
Additional Physical Format: Print version:
Interdisciplinary perspectives on learning to read.
New York : Routledge, 2010
(DLC) 2009035791
(OCoLC)377832850
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Kathy Hall
ISBN: 9780203856529 020385652X
OCLC Number: 643048861
Description: 1 online resource (xiv, 258 pages) : illustrations
Contents: Significant lines of research in reading pedagogy / Kathy Hall --
The ghosts of reading past, present and future: the materiality of reading in homes and schools / Jackie Marsh --
Reading places / Barbara Comber --
Young bilingual learners: a socio-cultural perspective / Rose Drury --
Comprehension as a social act: texts, contexts and readers / Vivienne Smith --
Reading for meaning: the skills that support reading comprehension and its development / Kate Cain --
New literacies in the elementary classroom: the instructional dynamics of visual-texts / Dawnene D. Hassett --
Phonology, reading and reading difficulties / Usha Goswami --
English is a difficult writing system for children to learn: evidence from children learning to read in Wales / J. Richard Hanley --
Contextualised phonics teaching / Dominic Wyse --
What it takes in early schooling to have adolescents who are skilled and eager readers and writers / William H. Teale, Kathleen A. Paciga and Jessica L. Hoffman --
Classroom interaction and reading pedagogy in the early years of school / Henrietta Dombey --
Dyslexia lessons: the politics of dyslexia and reading problems / Janet Soler --
The use of evidence in language and literacy teaching / Sue Ellis --
Why do policy-makers find the 'simple view of reading' so attractive, and why do I find it so morally repugnant? / Colin Harrison --
Policy and pedagogy: proficiency and choice in the literacy classroom / Gemma Moss --
The practical and political dimensions of teacher knowledge: implications for reading teacher preparation and research on teaching / James V. Hoffman and Melissa Mosley.
Responsibility: edited by Kathy Hall [and others].

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