Phonological Skills and Learning to Read

Nonfiction, Health & Well Being, Psychology, Child & Adolescent, Child Development
Cover of the book Phonological Skills and Learning to Read by Peter Bryant, Usha Goswami, Taylor and Francis
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Author: Peter Bryant, Usha Goswami ISBN: 9781317441540
Publisher: Taylor and Francis Publication: May 19, 2016
Imprint: Routledge Language: English
Author: Peter Bryant, Usha Goswami
ISBN: 9781317441540
Publisher: Taylor and Francis
Publication: May 19, 2016
Imprint: Routledge
Language: English

In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children’s reading and spelling development:

  • pre-school phonological knowledge of rhyme and alliteration
  • the impact of alphabetic instruction on knowledge about phonemes
  • links between early spelling and later reading. 

This classic edition includes a new introduction from the authors which evaluates research from the past 25 years. Examining new evidence from auditory neuroscience, statistical modelling and orthographic database analyses, as well as new data from cognitive developmental psychology and educational studies, the authors consider how well their original ideas have stood up to the test of time.

Phonological Skills and Learning to Read will continue to be essential reading for students and researchers in language and literacy development, and those involved in teaching children to read.

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

In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children’s reading and spelling development:

This classic edition includes a new introduction from the authors which evaluates research from the past 25 years. Examining new evidence from auditory neuroscience, statistical modelling and orthographic database analyses, as well as new data from cognitive developmental psychology and educational studies, the authors consider how well their original ideas have stood up to the test of time.

Phonological Skills and Learning to Read will continue to be essential reading for students and researchers in language and literacy development, and those involved in teaching children to read.

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