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Main page » Coursebooks » Only for teachers » Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy


Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy

 
10

  • Contents
  • List of illustrations
  • List of contributors
  • Acknowledgements
  • Introduction
  • 1 Significant lines of research in reading pedagogy
  • Part I Families, communities and schools
    • 2 The ghosts of reading past, present and future: the materiality of reading in homes and schools
    • 3 Reading places
    • 4 Young bilingual learners: a socio-cultural perspective
  • Part II Comprehension
    • 5 Comprehension as a social act: texts, contexts and readers
    • 6 Reading for meaning: the skills that support reading comprehension and its development
    • 7 New literacies in the elementary classroom: the instructional dynamics of visual-texts
  • Part III Beginning to read print
    • 8 Phonology, reading and reading difficulties
    • 9 English is a difficult writing system for children to learn: evidence from children learning to read in Wales
    • 10 Contextualised phonics teaching
  • Part IV Challenging research, policies and pedagogies
    • 11 What it takes in early schooling to have adolescents who are skilled and eager readers and writers
    • 12 Classroom interaction and reading pedagogy in the early years of school
    • 13 Dyslexia lessons: the politics of dyslexia and reading problems
    • 14 The use of evidence in language and literacy teaching
    • 15 Why do policy-makers find the ‘simple view of reading’ so attractive, and why do I find it so morally repugnant?
    • 16 Policy and pedagogy: proficiency and choice in the literacy classroom
  • Part V Teacher education
    • 17 The practical and political dimensions of teacher knowledge: implications for reading teacher preparation and research on teaching
  • Index



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Tags: perspectives, reading, research, Interdisciplinary, Learning, Interdisciplinary, Perspectives, perspectives