Children Learning To Read

International Concerns: Volume 1
Erscheinungsjahr 1995
ISBN: 978-0-7507-0363-5
Verlag: Routledge

Buch, Englisch, 212 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 476 g

This is the first 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 and evidence is drawn from over 18 countries and, despite the national 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; and finally issues of assessment in the context of accountability are addressed. This volume deals with the first of these concerns.

Autoren/Hrsg.

Pumfrey, Peter

Owen, Pamela

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Grundschulen, Hauptschulen

Inhaltsverzeichnis

Introduction: International Concerns and Controversies Part 1: The Importance of Phonological Awareness Chapter 1 The Emergence of Word Reading in Beginning Reading Chapter 2 Some Effects of Phonics Teaching on Early Reading Development Chapter 3 Making Sense of Writing Chapter 4 Some Effects of Context on Reading Chapter 5 Phonemic Awareness and Balanced Reading Instruction Chapter 6 Children Learn to Read by Being Taught Part 2: Wider Concerns Chapter 7 New Moves in Early-literacy Learning in Europe Chapter 8 What Do Children Know About Reading Before They Go to School? Chapter 9 Teacher Decision-making in Early-literacy Teaching Chapter 10 The Importance of the Teacher Chapter 11 Stance, Meaning and Voluntary Reading Chapter 12 A Conceptual Basis for a Literacy Curriculum

Über Autor(innen)

Pamela Owen has worked as a primary teacher and as a secondary English teacher before moving into literacy research at the Centre for Formative Assessment Studies, School of Education, University of Manchester. Here she worked on the development of a literacy assessment scheme and then moved into the development of SAT English material for the STAIR Consortium. From 1991 she has been senior lecturer at St Martin’s College with responsibility for the design and delivery of reading and language courses in ITT and PGCE courses. She has run several courses on reading for serving teachers and was conference coordinator of the 1993 International Reading Conference held in Lancaster. Peter Pumfrey is Professor of Education and Head of the Centre for Educational Guidance and Special Needs at the University of Manchester. He is a qualified and experienced teacher having been employed in mainstream schools and Remedial Education Services for fourteen years prior to training and working as an LEA educational psychologist.