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Resumen
Resumen
Interdisciplinary Perspectives on Learning to Read brings together different disciplinary perspectives and studies on reading for all those who seek to extend and enrich the current practice, research and policy debates. The breadth of knowledge that underpins pedagogy is a central theme and the book will help educators, policy-makers and researchers understand the full range of research perspectives that must inform decisions about the development of reading in schools. The book offers invaluable insights into learners who do not achieve their full potential. The chapters have been written by key figures in education, psychology, sociology and neuroscience, and promote discussion of:
comprehension gender and literacy attainment phonics and decoding digital literacy at home and school bilingual learners and reading dyslexia and special educational needs evidence based literacy visual texts.This book encompasses a comprehensive range of conceptual perspectives on reading pedagogy and offers a wealth of new insights to support innovative research directions.
Tabla de contenido
| Acknowledgements Notes on Contributors |
| 1 Significant lines of research in reading pedagogyKathy Hall |
| Part I Families, Communities and Schools |
| 2 The Ghosts of Reading Past, Present and Future: the Materiality of Reading in Homes and SchoolsJackie Marsh |
| 3 Reading PlacesBarbara Comber |
| 4 Young Bilingual Learners: a socio-cultural perspectiveRose Drury |
| Part II Comprehension |
| 5 Comprehension as a Social Act: Texts, Contexts and ReadersVivienne Smith |
| 6 Reading for Meaning: the Skills that Support Reading Comprehension and its DevelopmentKate Cain |
| 7 New Literacies in The Elementary Classroom: the Instructional Dynamics Of Visual-TextsDawnene D Hassett |
| Part III Beginning to Read Print |
| 8 Phonology, Reading and Reading DifficultiesUsha Goswami |
| 9 English is a Difficult Writing System for Children to Learn: Evidence from Children Learning to Read in WalesJ. Richard Hanley |
| 10 Contextualised Phonics TeachingDominic Wyse |
| Part IV Challenging Research, Policies and Pedagogies |
| 11 What it Takes in Early Schooling to have Adolescents who are Skilled and Eager Readers and WritersWilliam H. Teale and Kathleen A. Paciga and Jessica L. Hoffman |
| 12 Classroom Interaction and Reading Pedagogy in the Early Years of SchoolHenrietta Dombey |
| 13 Dyslexia Lessons: The Politics of Dyslexia and Reading ProblemsJanet Soler |
| 14 The Use of Evidence in Language and Literacy TeachingSue Ellis |
| 15 Why do Policy Makersfind the 'Simple View of Reading'so Attractive, and Why do I Find it so Morally Repugnant?Colin Harrison |
| 16 Policy and Pedagogy: Proficiency and Choice in the Literacy ClassroomGemma Moss |
| Part V Teacher Education |
| 17 The Practical and Political Dimensions of Teacher Knowledge: Implications for Reading Teacher Preparation and Research on TeachingJames V. Hoffman and Melissa Mosley |