Articoli correlati a Language Awareness and Learning to Read: 17

Language Awareness and Learning to Read: 17 - Brossura

Libro 12 di 20: Springer Series in Language and Communication
 
9781461382508: Language Awareness and Learning to Read: 17
Brossura
ISBN 10: 1461382505 ISBN 13: 9781461382508
Casa editrice: Springer, 2013

Sinossi

During the 1970s there was a rapid increase in interest in metacognition and metalinguistics. The impetus came from linguistics, psychology, and psycho­ linguistics. But with rather unusual rapidity the work from these scientific dis­ ciplines was taken over in education. This new direction in these various areas of academic study was taken simultaneously by several different investigators. Although they had varying emphases, their work sometimes appears to be over­ lapping; despite this, it has been rather difficult to find a consensus. This is reflected in the varying terminology used by these independent investigators­ "linguistic awareness," "metacognition," "metalinguistic ability," "task aware­ ness," "lexical awareness," and so on. For educators these developments presented a glittering array of new ideas that promised to throw light on children's thinking processes in learning how to read. Many reading researchers and graduate students have perceived this as a new frontier for the development of theory and research. However, the variety of independent theoretical approaches and their accompanying terminologies has been somewhat confusing.

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Dalla quarta di copertina

During the 1970s there was a rapid increase in interest in metacognition and metalinguistics. The impetus came from linguistics, psychology, and psycho­ linguistics. But with rather unusual rapidity the work from these scientific dis­ ciplines was taken over in education. This new direction in these various areas of academic study was taken simultaneously by several different investigators. Although they had varying emphases, their work sometimes appears to be over­ lapping; despite this, it has been rather difficult to find a consensus. This is reflected in the varying terminology used by these independent investigators­ "linguistic awareness," "metacognition," "metalinguistic ability," "task aware­ ness," "lexical awareness," and so on. For educators these developments presented a glittering array of new ideas that promised to throw light on children's thinking processes in learning how to read. Many reading researchers and graduate students have perceived this as a new frontier for the development of theory and research. However, the variety of independent theoretical approaches and their accompanying terminologies has been somewhat confusing.

Le informazioni nella sezione "Su questo libro" possono far riferimento a edizioni diverse di questo titolo.

Editore
Springer
Data di pubblicazione
2013
Lingua
Inglese
ISBN 10 
1461382505
ISBN 13 
9781461382508
Rilegatura
Copertina flessibile
Numero di pagine
305
Redattore
Downing J., Valtin R.
Contatto del produttore
Springer Nature Customer Service Center GmbH
ProductSafety@springernature.com

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