Reading Development and Teaching (Discoveries & Explanations in Child Development)

Beschreibung:

This textbook will prove invaluable to teacher educators, teachers, educational psychologists, and any professional who is involved with teaching children to read. It provides a detailed examination of the processes that are involved in achieving fluent word reading skills and ability to comprehend written texts. Understanding these processes and their development empowers teachers to select appropriate, evidence-based teaching strategies and thus teach children more effectively. The book is in four parts: Part 1 provides the reader with a Tutorial Review covering essential knowledge about language, and presenting the two dimensions of the Simple View of Reading. Part 2 concentrates on the word reading dimension, with chapters on processes in skilled word reading, the development of these processes, and practical advice on research validated teaching methods to develop childrens word reading skills. Part 3 turns to the language comprehension dimension, with chapters on the comprehension of oral and written language, and on teaching reading comprehension. Part 4 introduces the reader to assessment practices and methods of identifying children with difficulties in either or both dimensions of the Simple View, and considers children with word reading difficulties and children with specific comprehension difficulties, describing effective evidence-based interventions for each type of difficulty. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. Bestandsnummer des Verkäufers GOR008122260

Diesen Artikel melden

Inhaltsangabe:

Über die Autorin bzw. den Autor:

Morag Stuart is Emeritus Professor of the Psychology of Reading at UCL Institute of Education. After 16 years teaching 4- to 8-year-old children in Inner London, she gained a Psychology degree at Birkbeck College, qualified as an educational psychologist, and returned to Birkbeck to study for a doctorate, with a thesis on development of word reading skills. From 1988 she lectured in Psychology at Birkbeck, moving to the Institute of Education in 1995. Since 1983, she has conducted research into word reading processes and their development, with over 100 research publications and conference presentations. Her recent consultancy includes contributions to the Programme of Study for English in the revised National Curriculum; the Rose Report on teaching of early reading (Rose, 2006); the Rose Review of Provision for Children and Young People with Dyslexia (Rose, 2009); and work on several Primary National Strategies projects (e.g. EYFS  "Every Child a Talker", including development of materials; Communication, Language and Literacy Development, including development of materials; Inclusion Development Programme, including redevelopment of dyslexia materials. Her ambition is to understand how children learn to read.