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Synopsis
Originally published in 1985, this volume reports a longitudinal study of young children learning to read. The study was forward-looking because teachers served as co-investigators and because its capitalized upon evidence in the "everyday" events of the classroom. Findings concerning stylistic differences in children's early reading remain a major contribution. This revised edition retains the breadth of the original while placing the work within subsequent developments in reading research. In-depth child studies illuminate the theoretical sections. The book offers: research evidence of stylistic differences among beginning readers; a model of research on reading that is based on evidence from the classroom; and demonstrates connections between the ways that children learn to read and ways that they approach other complex tasks, such as painting, block building and talking.
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- PublisherTeachers College Pr
- Publication date2001
- ISBN 10 0807740853
- ISBN 13 9780807740859
- BindingPaperback
- Number of pages267
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Softcover. Condition: Good. 2 Sub. Originally published in 1985, this volume reports a longitudinal study of young children learning to read. The study was forward-looking because teachers served as co-investigators and because its capitalized upon evidence in the "everyday" events of the classroom. Findings concerning stylistic differences in children's early reading remain a major contribution. This revised edition retains the breadth of the original while placing the work within subsequent developments in reading research. In-depth child studies illuminate the theoretical sections. The book offers: research evidence of stylistic differences among beginning readers; a model of research on reading that is based on evidence from the classroom; and demonstrates connections between the ways that children learn to read and ways that they approach other complex tasks, such as painting, block building and talking. Seller Inventory # SONG0807740853
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Inquiry into Meaning
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Teachers College Press, Teachers College, Columbia University, 2001
ISBN 10: 0807740853
ISBN 13: 9780807740859
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Condition: New. pp. xv + [ii] + 267 Index Revised Edition. Seller Inventory # 26543362
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