Phonological Skills and Learning to Read (Essays in Developmental Psychology)

Usha Goswami (University of Cambridge, UK)

ISBN 10: 0863771513 / ISBN 13: 9780863771514

Editore: Taylor & Francis Ltd, United Kingdom, Hove, 1990

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This book sets out to integrate recent exciting research on the precursors of reading and early reading strategies adopted by children in the classroom. It aims to develop a theory about why early phonological skills are crucial in learning to read, and shows how phonological knowledge about rhymes and other units of sound helps children learn about letter sequences when beginning to be taught to read. The authors begin by contrasting theories which suggest that children's phonological awareness is a result of the experience of learning to read and those that suggest that phonological awareness precedes, and is a causal determinant of, reading. The authors argue for a version of the second kind of theory and show that children are aware of speech units, called onset and rime, before they learn to read and spell. An important part of the argument is that children make analogies and inferences about these letter sequences in order to read and write new words. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Codice articolo GOR001585724

Dati bibliografici

• Titolo: Phonological Skills and Learning to Read (Essays in Developmental Psychology)
• Editore: Taylor & Francis Ltd, United Kingdom, Hove
• Data di pubblicazione: 1990
• Lingua: Inglese
• ISBN 10: 0863771513
• ISBN 13: 9780863771514
• Rilegatura: Paperback
• Condizione: Very Good
• Peso: 322 grammi

Descrizione articolo

Riassunto

This book sets out to integrate recent exciting research on the precursors of reading and early reading strategies adopted by children in the classroom. It aims to develop a theory about why early phonological skills are crucial in learning to read, and shows how phonological knowledge about rhymes and other units of sound helps children learn about letter sequences when beginning to be taught to read.

The authors begin by contrasting theories which suggest that children's phonological awareness is a result of the experience of learning to read and those that suggest that phonological awareness precedes, and is a causal determinant of, reading. The authors argue for a version of the second kind of theory and show that children are aware of speech units, called onset and rime, before they learn to read and spell. An important part of the argument is that children make analogies and inferences about these letter sequences in order to read and write new words.

Informazioni sull?autore

Usha Goswami, Peter Bryant