Learning to Read: An Integrated View from Research and Practice

  • Terezinha Nunes

Part of the Neuropsychology and Cognition book series (NPCO, volume 17)

Table of contents

  1. Front Matter
    Pages i-xii
  2. Developmental Research and the Teaching of Reading

    1. Front Matter
      Pages 1-1
    2. Terezinha Nunes
      Pages 3-14
    3. Peter Bryant, Terezinha Nunes, Miriam Bindman
      Pages 15-41
    4. Michel Fayol, Marie Geneviève Thevenin, Jean Pierre Jarousse, Corinne Totereau
      Pages 43-63
    5. Iris Levin, Dorit Ravid, Sharon Rapaport
      Pages 77-104
    6. Morag Stuart, Jackie Masterson, Maureen Dixon, Philip Quinlan
      Pages 105-120
  3. Assessment and Intervention for Children with Reading Difficulties

    1. Front Matter
      Pages 121-121
    2. Terezinha Nunes
      Pages 123-131
    3. Terezinha Nunes, Athanasios Aidinis
      Pages 155-171
    4. Bente E. Hagtvet
      Pages 173-193
  4. The Use of Theories By Teachers and Teacher Educators

About this book

Introduction

Literacy research has continued to develop at a rapid pace in these last five years of the millennium. New ideas about how children learn to read have led to a better understanding of the causes of progress and failure in the mastery of literacy, with repercussions for children's assessment and teacher education. These new discoveries also allow teachers to transcend the old debates in reading instruction (phonics versus whole language) and offer the path to a synthesis. At the same time, research with teachers about their own implementation of methods and the development of their own knowledge about the teaching of literacy has produced a fresh analysis of the practice of literacy teaching. Inspired by these developments, teachers, teacher educators and researchers worked together to produce this volume, which promotes the integration of literacy research and practice.

Keywords

Recognition cognition education language

Editors and affiliations

  • Terezinha Nunes
    • 1
  1. 1.Child Development & Learning, Institute of EducationUniversity of LondonUK

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-011-4826-9
  • Copyright Information Kluwer Academic Publishers 1999
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-0-7923-5992-0
  • Online ISBN 978-94-011-4826-9
  • Series Print ISSN 0927-0116
  • About this book