Learning to Read (Paperback)

Elaine Funnell

ISBN 10: 063119133X / ISBN 13: 9780631191339

Published by John Wiley and Sons Ltd, Hoboken, 1995

About this Item

Paperback. The purpose of this book is to bridge the gap between those who teach children to read and those who research into the psychological processes involved in learning to read. The book brings together leading researchers from both psychology and education (including Roger Beard, Maggie Snowling, Charles Hulme and Jane Oakhill) to write about aspects of the psychology of reading which should be of use to teachers in the classroom. Throughout, there is an emphasis on practical advice and on making more complex psychological issues accessible to teachers. 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. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Seller Inventory # 9780631191339

Bibliographic Details

• Title: Learning to Read (Paperback)
• Publisher: John Wiley and Sons Ltd, Hoboken
• Publication Date: 1995
• Language: English
• ISBN 10: 063119133X
• ISBN 13: 9780631191339
• Binding: Paperback
• Condition: new

About this title

Synopsis

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.

About the Author

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.