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Handbook of Children’s Literacy

  • Book
  • © 2004

Overview

Editors:
  1. Terezinha Nunes
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  2. Peter Bryant
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  • The multi-disciplinary, multi-cultural view of literacy and the different levels of analysis are unique in this handbook.

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Table of contents (39 chapters)

  1. Front Matter

    Pages i-x
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  2. Literacy: Basic Processes in Development

    1. Front Matter

      Pages 1-1
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    2. Introduction

      • Peter Bryant, Terezinha Nunes
      Pages 3-10

    3. Childhood Conceptions of Literacy

      • Liliana Tolchinsky
      Pages 11-29

    4. Phonology and Spelling

      • Rebecca Treiman
      Pages 31-42

    5. Linguistic Processes in Reading and Spelling: The Case of Alphabetic Writing Systems: English, French, German and Spanish

      • Liliane Sprenger-Charolles
      Pages 43-65

    6. Connectionist Models of Children’s Reading

      • Gordon D. A. Brown, Nick Chater
      Pages 67-89

    7. Morphology and Spelling

      • Peter Bryant, Terezinha Nunes
      Pages 91-118

    8. Children’s Self-Perception as Readers

      • Ursula Pretzlik, Lily Chan
      Pages 119-146

  3. Reading and Writing Texts: An Overview

    1. Front Matter

      Pages 147-147
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    2. Introduction

      • Alison F. Garton, Chris Pratt
      Pages 149-153

    3. The Development of Comprehension Skills

      • J. V. Oakhill, K. Cain
      Pages 155-180

    4. Text and Cognition

      • Michel Fayol
      Pages 181-197

    5. The Use of Context in Learning to Read

      • William E. Tunmer, James W. Chapman
      Pages 199-212

    6. Reading Stories

      • Alison F. Garton, Chris Pratt
      Pages 213-228

    7. Computers and Writing

      • Gavriel Salomon, Ely Kozminsky, Merav Asaf
      Pages 229-246

  4. Non-Normative Development in Children’s Literacy

    1. Front Matter

      Pages 247-247
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    2. Reading and Spelling Difficulties

      • Carsten Elbro
      Pages 249-256

    3. The Concept of Dyslexia

      • Séverine Casalis
      Pages 257-273

    4. Developmental Dyslexia: Evidence from Brain Research

      • Nicky Brunswick
      Pages 275-292
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Keywords

About this book

PETER BRYANT & TEREZINHA NUNES The time that it takes children to learn to read varies greatly between different orthographies, as the chapter by Sprenger-Charolles clearly shows, and so do the difficulties that they encounter in learning about their own orthography. Nevertheless most people, who have the chance to learn to read, do in the end read well enough, even though a large number experience some significant difficulties on the way. Most of them eventually become reasonably efficient spellers too, even though they go on make spelling mistakes (at any rate if they are English speakers) for the rest of their lives. So, the majority of humans plainly does have intellectual resources that are needed for reading and writing, but it does not always find these resources easy to marshal. What are these resources? Do any of them have to be acquired? Do different orthographies make quite different demands on the intellect? Do people differ significantly from each other in the strength and accessibility of these resources? If they do, are these differences an important factor in determining children's success in learning to read and write? These are the main questions that the different chapters in this section on Basic Processes set out to answer.

Bibliographic Information

  • Book Title: Handbook of Children’s Literacy

  • Editors: Terezinha Nunes, Peter Bryant

  • DOI: https://doi.org/10.1007/978-94-017-1731-1

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media Dordrecht 2004

  • Hardcover ISBN: 978-1-4020-1620-2Published: 31 December 2003

  • Softcover ISBN: 978-90-481-6422-6Published: 08 October 2011

  • eBook ISBN: 978-94-017-1731-1Published: 09 March 2013

  • Edition Number: 1

  • Number of Pages: X, 790

  • Topics: Applied Linguistics, Education, general, Cognitive Psychology

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