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Learning to read : psychology in the classrooom / edited by Elaine Funnell and Morag Stuart.

Contributor(s): Material type: TextTextPublication details: Blackwell, 1995.ISBN:
  • 0631191321
DDC classification:
  • 372.4019
Summary: Learning to Read: Psychology in the Classroom is an informative and stimulating book for all those involved in the study of reading and the teaching of reading skills. This lively book links the study of cognitive processes involved in reading with the reading skills acquired by the learning child, and with the practical needs of teachers. Throughout, the importance of applying a scientific approach to the study and teaching of reading is emphasized. Early chapters appraise current educational practices in the teaching of reading and relate these to our present understanding of what it is that children learn when they begin to read. As a central theme, the normal pattern of reading development is compared with disturbed reading development. Later chapters discuss methods of assessing reading ability in individual children and report a well-designed and successful treatment programme carried out in the classroom with groups of poor readers. Finally, the book addresses the problems of children who may master the mechanics of reading but fail to understand what they read.
Holdings
Item type Home library Call number Status Date due Barcode Item holds
Two Week Loan Two Week Loan de Havilland Learning Resources Centre Main Shelves 375.37240019 LEA (Browse shelf(Opens below)) Available 4401113055
Two Week Loan Two Week Loan de Havilland Learning Resources Centre Main Shelves 375.37240019 LEA (Browse shelf(Opens below)) Available 4403807090
Total holds: 0

Enhanced descriptions from Syndetics:

Learning to Read: Psychology in the Classroom is an informative and stimulating book for all those involved in the study of reading and the teaching of reading skills. This lively book links the study of cognitive processes involved in reading with the reading skills acquired by the learning child, and with the practical needs of teachers. Throughout, the importance of applying a scientific approach to the study and teaching of reading is emphasized. Early chapters appraise current educational practices in the teaching of reading and relate these to our present understanding of what it is that children learn when they begin to read. As a central theme, the normal pattern of reading development is compared with disturbed reading development. Later chapters discuss methods of assessing reading ability in individual children and report a well-designed and successful treatment programme carried out in the classroom with groups of poor readers. Finally, the book addresses the problems of children who may master the mechanics of reading but fail to understand what they read.