| 書(shū)目名稱 | Learning to Read: An Integrated View from Research and Practice |
| 編輯 | Terezinha Nunes |
| 視頻video | http://file.papertrans.cn/584/583014/583014.mp4 |
| 叢書(shū)名稱 | Neuropsychology and Cognition |
| 圖書(shū)封面 |  |
| 描述 | Literacy research has continued to develop at a rapid pace inthese last five years of the millennium. New ideas about how childrenlearn to read have led to a better understanding of the causes ofprogress and failure in the mastery of literacy, with repercussionsfor children‘s assessment and teacher education. These new discoveriesalso allow teachers to transcend the old debates in readinginstruction (phonics versus whole language) and offer the path to asynthesis. At the same time, research with teachers about their ownimplementation of methods and the development of their own knowledgeabout the teaching of literacy has produced a fresh analysis of thepractice of literacy teaching. Inspired by these developments,teachers, teacher educators and researchers worked together to producethis volume, which promotes the integration of literacy research andpractice. |
| 出版日期 | Book 1999 |
| 關(guān)鍵詞 | Recognition; cognition; education; language |
| 版次 | 1 |
| doi | https://doi.org/10.1007/978-94-011-4826-9 |
| isbn_softcover | 978-0-7923-5992-0 |
| isbn_ebook | 978-94-011-4826-9Series ISSN 0927-0116 |
| issn_series | 0927-0116 |
| copyright | Springer Science+Business Media Dordrecht 1999 |
|Archiver|手機(jī)版|小黑屋|
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