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OverviewHow do children learn to read? Research on this question has in recent years moved from description of changes during learning towards understanding the processes by which learning takes place. The summaries of research, new theoretical frameworks and the new findings presented in this book are at the forefront of this movement in research on reading. The processes of acquisition of print word recognition are examined. Highlights are: • A new theoretical framework for different kinds of printed word recognition processes. Predictions are tested which contradict other current theories. These include new findings on phonological recoding and on the identification of word meaning. • New research findings on the influence on word recognition processes of the context provided by the text. The implications for learner and teacher are examined. • Consideration of the challenging question of the influence of the type of instruction on the way the child learns. Findings include international comparisons with the distinctive New Zealand teaching approach which is fully described. • A critical synthesis of findings on student differences in progress in learning to read which are related to aspects of language development. • An examination of the relationships between word recognition processes of reading and the comprehension aspects. Full Product DetailsAuthor: G. Brian Thompson , William Tunmer , Tom NicholsonPublisher: Channel View Publications Ltd Imprint: Multilingual Matters Volume: v. 4 Dimensions: Width: 14.80cm , Height: 1.00cm , Length: 21.00cm Weight: 0.175kg ISBN: 9781853591938ISBN 10: 1853591939 Pages: 168 Publication Date: 29 September 1993 Audience: College/higher education , Professional and scholarly , Undergraduate , Postgraduate, Research & Scholarly Format: Paperback Publisher's Status: Out of Print Availability: Awaiting stock  Table of ContentsThe components of reading, W.A. Hoover and W.E. Tunmer; a theory of knowledge sources and procedures for reading acquisition, G.B. Thompson and C.M. Fletcher-Finn; the effects of type of instruction on processes of reading instruction, G.B. Thompson and R.S. Johnston; the case against context, T. Nicholson; reading without context, T. Nicholson; language-related factors as sources of individual differences in the development of word recognition skills, W.E. Tunmer and W.A. Hoover; appendix - reading instruction for the initial years in New Zealand schools, G.B. Thompson.ReviewsAuthor InformationTab Content 6Author Website:Countries AvailableAll regions |
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