| Handbook of Children's Literacy 2004 Edition Contributor(s): Nunes, Terezinha (Editor), Bryant, Peter (Editor) |
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ISBN: 1402016204 ISBN-13: 9781402016202 Publisher: Springer OUR PRICE: $474.99 Product Type: Hardcover - Other Formats Published: December 2003 Annotation: The Handbook of Children's Literacy provides a unique collection of papers, offering a multi-perspective, multi-disciplinary approach to understanding alphabetic literacy. The analyses at word, text and cultural levels offer an integrative view of literacy. Basic research, theoretical advances, investigations in the classroom, analyses of literacy acquisition by readers with special needs, cross-linguistic comparisons and a historical and cultural perspective will enrich the understanding of literacy of academics and practitioners alike. This is a rare opportunity to consider literacy in breadth and depth by consulting a single collection. The contributing authors are distinguished experts in their domain of investigation, teacher educators and teachers in sixteen different countries. |
| Additional Information |
| BISAC Categories: - Language Arts & Disciplines | Literacy - Language Arts & Disciplines | Linguistics - General |
| Dewey: 372.6 |
| LCCN: 2004273953 |
| Physical Information: 1.78" H x 6.62" W x 9.54" (2.98 lbs) 790 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: 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. |