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Learning to Read: An Integrated View from Research and Practice

  • Book
  • © 1999

Overview

Editors:
  1. Terezinha Nunes

    1. Child Development & Learning, Institute of Education, University of London, UK

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Part of the book series: Neuropsychology and Cognition (NPCO, volume 17)

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Table of contents (21 chapters)

  1. Front Matter

    Pages i-xii
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  2. Developmental Research and the Teaching of Reading

    1. Front Matter

      Pages 1-1
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    2. Introductory Comments

      • Terezinha Nunes
      Pages 3-14

    3. Morphemes and Spelling

      • Peter Bryant, Terezinha Nunes, Miriam Bindman
      Pages 15-41

    4. From Learning to Teaching to Learning French Written Morphology

      • Michel Fayol, Marie Geneviève Thevenin, Jean Pierre Jarousse, Corinne Totereau
      Pages 43-63

    5. Oral and Written Words. Are they the Same Units?

      • Emilia Ferreiro
      Pages 65-76

    6. Developing Morphological Awareness and Learning to Write: A Two-Way Street

      • Iris Levin, Dorit Ravid, Sharon Rapaport
      Pages 77-104

    7. Interacting Processes in the Development of Printed Word Recognition

      • Morag Stuart, Jackie Masterson, Maureen Dixon, Philip Quinlan
      Pages 105-120

  3. Assessment and Intervention for Children with Reading Difficulties

    1. Front Matter

      Pages 121-121
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    2. Introductory Comments

      • Terezinha Nunes
      Pages 123-131

    3. Pre-School Prediction and Prevention of Dyslexia: A Longitudinal Study with Children of Dyslexic Parents

      • Dorthe Klint Petersen, Carsten Elbro
      Pages 133-154

    4. A Closer Look at the Spelling of Children with Reading Problems

      • Terezinha Nunes, Athanasios Aidinis
      Pages 155-171

    5. Egoinvolved Stimulation of Early Literacy

      • Bente E. Hagtvet
      Pages 173-193

    6. The Role of Semantic and Phonological Skills in Learning to Read: Implications for Assessment and Teaching

      • Margaret Snowling, Kate Nation, Valerie Muter
      Pages 195-208

  4. The Use of Theories By Teachers and Teacher Educators

    1. Front Matter

      Pages 209-209
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    2. Introductory Comments

      • Terezinha Nunes
      Pages 211-215

    3. The Reading Debate …

      • Jeni Riley
      Pages 217-228

    4. The Teaching-Learning Process In Early Written Language Acquisition

      • Ana Teberoski
      Pages 229-241

    5. Theoretical Discussions and Pedagogical Practice: How “Theorization” can Help in Teacher Training

      • Anne-Marie Chartier
      Pages 243-257

    6. Relations Between Teachers’ Subject Matter Knowledge About Written Language and their Mental Models About Children’s Learning

      • Sidney Strauss, Dorit Ravid, Hanna Zelcer, David C. Berliner
      Pages 259-282
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Keywords

About this book

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.

Editors and Affiliations

  • Child Development & Learning, Institute of Education, University of London, UK

    Terezinha Nunes

Bibliographic Information

  • Book Title: Learning to Read: An Integrated View from Research and Practice

  • Editors: Terezinha Nunes

  • Series Title: Neuropsychology and Cognition

  • DOI: https://doi.org/10.1007/978-94-011-4826-9

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media Dordrecht 1999

  • Hardcover ISBN: 978-0-7923-5513-7Published: 31 August 1999

  • Softcover ISBN: 978-0-7923-5992-0Published: 31 August 1999

  • eBook ISBN: 978-94-011-4826-9Published: 06 December 2012

  • Series ISSN: 0927-0116

  • Edition Number: 1

  • Number of Pages: XII, 394

  • Topics: Cognitive Psychology, Community and Environmental Psychology, Neuropsychology

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