Learning to Read: An Integrated View from Research and Practice

Terezinha Nunes

ISBN 10: 079235513X / ISBN 13: 9780792355137

Published by Springer, Springer Aug 1999, 1999

About this Item

This item is printed on demand - Print on Demand Titel. Neuware -Literacy research has continued to develop at a rapid pace in these last five years of the millennium. New ideas about how children learn to read have led to a better understanding of the causes of progress and failure in the mastery of literacy, with repercussions for children's assessment and teacher education. These new discoveries also allow teachers to transcend the old debates in reading instruction (phonics versus whole language) and offer the path to a synthesis. At the same time, research with teachers about their own implementation of methods and the development of their own knowledge about the teaching of literacy has produced a fresh analysis of the practice of literacy teaching. Inspired by these developments, teachers, teacher educators and researchers worked together to produce this volume, which promotes the integration of literacy research and practice.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 412 pp. Englisch.

Seller Inventory # 9780792355137

Bibliographic Details

• Title: Learning to Read: An Integrated View from Research and Practice
• Publisher: Springer, Springer Aug 1999
• Publication Date: 1999
• Language: English
• ISBN 10: 079235513X
• ISBN 13: 9780792355137
• Binding: Buch
• Condition: Neu
• Dimensions: 241W x 160H x 27D millimeters 241 millimeters width by 160 millimeters height by 27 millimeters depth
• Weight: 781 grams

About this title

Synopsis

Literacy research has continued to develop at a rapid pace in these last five years of the millennium. New ideas about how children learn to read have led to a better understanding of the causes of progress and failure in the mastery of literacy, with repercussions for children's assessment and teacher education. These new discoveries also allow teachers to transcend the old debates in reading instruction (phonics versus whole language) and offer the path to a synthesis. At the same time, research with teachers about their own implementation of methods and the development of their own knowledge about the teaching of literacy has produced a fresh analysis of the practice of literacy teaching. Inspired by these developments, teachers, teacher educators and researchers worked together to produce this volume, which promotes the integration of literacy research and practice.