This practical text draws on a wide but integrated range of research and theory on how children learn to read and appreciate literature. The authors provide an analysis of both traditional and progressive approaches which goes beyond phonics and whole language. "Learning to Read" features research and a global perspective on such controversial topics as: literacy and social background, phonemic awareness, self-discovery of letter-sound relations, the use of text structure for comprehension, and the effects of contrasting teaching approaches. The student-friendly text includes preview questions, chapter reviews and study questions to help the reader to reflect on the chapter contents and to discuss the implications for teaching and learning.
The Processes of Learning Word Identification, G. Brian Thompson; Learning and Teaching Phonological Awareness, Jillian M. Castle; Teaching Strategies for Word Identification, William E. Turner and James Chapman; The Influence of Instructional Approaches on Reading Procedures, Vincent Connelly et al; Reading Comprehension Processes, Tom Nicholson; Proficient Word Identification for Comprehension, Tom Nicholson and Annette Tan; Learning About Text Structure, Susan J. Dymock; Literature for Children, Joan Gibbons; Engaging in Recreational Reading, Deborah A.M. Widdowson et al; Learning to Evaluate Literature, Chanda K. Pinset.
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