Reading Development and the Teaching of Reading: A Psychological Perspective - Softcover

Über die Autorin bzw. den Autor

Gianni Vattimo is Professor of Philosophy at the University of Turin.

Jacques Derrida is Director of Studies at the École Pratique des Hautes Études en Sciences Sociales in Paris, and holds a visiting appointment at the University of California.

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In recent years, there has been increasing emphasis on the idea of reading as a 'socio-cultural' phenomenon, which is derived from the idea that reading is not an isolated skill, but is necessarily related to the purposes reading will be put to in particular social and cultural contexts. Reading Development and the Teaching of Reading acknowledges the undoubted contribution of language, motivation and cultural factors to the acquisition of lit4eracy whilst engaging with the contribution of scientific experimental research to the understanding of reading and its development.

The prominent contributors to the book demonstrate how psychological research contributes to our understanding of both the nature of literacy and reading development. Practitioners, researchers and students will find in this volume an invaluable source of information on research into literacy and its acquisition.

The origins of this book were in a special issue of the Journal of Research in Reading (a United Kingdom Reading Association Journal)

Aus dem Klappentext

In recent years, there has been increasing emphasis on the idea of reading as a 'socio-cultural' phenomenon, which is derived from the idea that reading is not an isolated skill, but is necessarily related to the purposes reading will be put to in particular social and cultural contexts. Reading Development and the Teaching of Reading acknowledges the undoubted contribution of language, motivation and cultural factors to the acquisition of lit4eracy whilst engaging with the contribution of scientific experimental research to the understanding of reading and its development.

The prominent contributors to the book demonstrate how psychological research contributes to our understanding of both the nature of literacy and reading development. Practitioners, researchers and students will find in this volume an invaluable source of information on research into literacy and its acquisition.

The origins of this book were in a special issue of the Journal of Research in Reading (a United Kingdom Reading Association Journal)