Children Learning To Read: International Concerns

Volume 1

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Children Learning To Read: International Concerns by Peter Pumfrey, Taylor and Francis
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Author: Peter Pumfrey ISBN: 9781135719548
Publisher: Taylor and Francis Publication: December 16, 2003
Imprint: Routledge Language: English
Author: Peter Pumfrey
ISBN: 9781135719548
Publisher: Taylor and Francis
Publication: December 16, 2003
Imprint: Routledge
Language: English

This is the first of a two-volume publication which provides an international perspective on how children learn to read. Research studies and classroom experiences from around the world are reported, highlighting implications for the design implementation and evaluation of classroom reading programmes. Contributions and evidence is drawn from over 18 countries and, despite the national differences, there are many common concerns and controversies. From these, three areas are identified: the first is developing an improved understanding of the nature of children's early reading development; the second is the consideration of the ways in which children's reading can be encouraged; and finally issues of assessment in the context of accountability are addressed. This volume deals with the first of these concerns.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

This is the first of a two-volume publication which provides an international perspective on how children learn to read. Research studies and classroom experiences from around the world are reported, highlighting implications for the design implementation and evaluation of classroom reading programmes. Contributions and evidence is drawn from over 18 countries and, despite the national differences, there are many common concerns and controversies. From these, three areas are identified: the first is developing an improved understanding of the nature of children's early reading development; the second is the consideration of the ways in which children's reading can be encouraged; and finally issues of assessment in the context of accountability are addressed. This volume deals with the first of these concerns.

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