Learning to Read: Psychology in the Classroom - Brossura

Funnell, Elaine

Brossura

ISBN 10: 063119133X ISBN 13: 9780631191339

Casa editrice: John Wiley & Sons, 1995

Riassunto

Learning to Read: Psychology in the Classroom is an informative and stimulating book for all those involved in the study of reading and the teaching of reading skills. This lively book links the study of cognitive processes involved in reading with the reading skills acquired by the learning child, and with the practical need of teachers. Throughout, the importance of applying a scientific approach to the study and teaching of reading is emphasized.

Early chapters appraise current educational practices in the teaching of reading and relate these to our present understanding of what it is that children learn when they begin to read. As a central theme, the normal pattern of reading development is compared with disturbed reading development. Later chapters discuss methods of assessing reading ability in individual children out in the classroom with gourps of poor readers. Finally, the book addresses the problems of children who may master the mechanics of reading but fail to understand what they read.

The chapters are written in a readable style by internationally known academic researchers, and the editors have provided introductory and linking pieces for each chapter.

Su questo libro

Informazioni sull?autore

Elaine Funnell is Senior Lecturer in Psychology at Royal Holloway, University of London.

Morag Stuart is Lecturer in Psychology at Birkbeck College, University of London.

Dalla quarta di copertina

Learning to Read: Psychology in the Classroom is an informative and stimulating book for all those involved in the study of reading and the teaching of reading skills. This lively book links the study of cognitive processes involved in reading with the reading skills acquired by the learning child, and with the practical need of teachers. Throughout, the importance of applying a scientific approach to the study and teaching of reading is emphasized.

Early chapters appraise current educational practices in the teaching of reading and relate these to our present understanding of what it is that children learn when they begin to read. As a central theme, the normal pattern of reading development is compared with disturbed reading development. Later chapters discuss methods of assessing reading ability in individual children out in the classroom with gourps of poor readers. Finally, the book addresses the problems of children who may master the mechanics of reading but fail to understand what they read.

The chapters are written in a readable style by internationally known academic researchers, and the editors have provided introductory and linking pieces for each chapter.

Dettagli dell'edizione

• Editore: John Wiley & Sons
• Data di pubblicazione: 1995
• Lingua: Inglese
• ISBN 10: 063119133X
• ISBN 13: 9780631191339
• Rilegatura: Copertina flessibile
• Numero di pagine: 204
• Contatto del produttore: non disponibile
• Persona responsabile: non disponibile