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Learning To Read: Basic Research and Its Implications
by Charles A. Perfetti Laurence RiebenHow does a young child begin to make sense out of squiggles on a page? Is learning to read a process of extending already acquired language abilities to print? What comprises this extension? How children learn to read, and especially how children are taught to read, are problems of sustained scientific interest and enduring pedagogical controversy. This volume presents conceptual and theoretical analyses of learning to read, research on the very beginning processes of learning to read, as well as research on phonological abilities and on children who have problems learning to read. In so doing, it reflects the important discovery that learning to read requires mastering the system by which print encodes the language. The editors hope that some of the work offered in this text will influence future research questions and will make a difference in the way instructional issues are formulated.
Learning to Read Across Languages: Cross-Linguistic Relationships in First- and Second-Language Literacy Development
by Keiko Koda Annette M. ZehlerThis book systematically examines how learning to read occurs in diverse languages, and in so doing, explores how literacy is learned in a second language by learners who have achieved at least basic reading skills in their first language. As a consequence of rapid globalization, such learners are a large and growing segment of the school population worldwide, and an increasing number of schools are challenged by learners from a wide variety of languages, and with distinct prior literacy experiences. To succeed academically these learners must develop second-language literacy skills, yet little is known about the ways in which they learn to read in their first languages, and even less about how the specific nature and level of their first-language literacy affects second-language reading development. This volume provides detailed descriptions of five typologically diverse languages and their writing systems, and offers comparisons of learning-to-read experiences in these languages. Specifically, it addresses the requisite competencies in learning to read in each of the languages, how language and writing system properties affect the way children learn to read, and the extent and ways in which literacy learning experience in one language can play a role in subsequent reading development in another. Both common and distinct aspects of literacy learning experiences across languages are identified, thus establishing a basis for determining which skills are available for transfer in second-language reading development. Learning to Read Across Languages is intended for researchers and advanced students in the areas of second-language learning, psycholinguistics, literacy, bilingualism, and cross-linguistic issues in language processing.
Learning to Read across Languages and Writing Systems
by Ludo Verhoeven Charles PerfettiAround the world, children embark on learning to read in their home language or writing system. But does their specific language, and how it is written, make a difference to how they learn? How is learning to read English similar to or different from learning in other languages? Is reading alphabetic writing a different challenge from reading syllabic or logographic writing? Learning to Read across Languages and Writing Systems examines these questions across seventeen languages representing the world's different major writing systems. Each chapter highlights the key features of a specific language, exploring research on learning to read, spell, and comprehend it, and on implications for education. The editors' introduction describes the global spread of reading and provides a theoretical framework, including operating principles for learning to read. The editors' final chapter draws conclusions about cross-linguistic universal trends, and the challenges posed by specific languages and writing systems.
Learning To Read And Write: Developmentally Appropriate Practices For Young Children
by Susan B. Neuman Carol Copple Sue BredekampThis book is the product of a professional collaboration between early childhood educators and reading specialists, a team effort in every sense of the word. The issues of how and when to teach young children to read and write are sufficiently important and controversial that our two professional associations felt the need to take an official "position." A position statement is by definition a political document, designed to ad¬dress issues of controversy on which professionals can contribute knowledge and provide recommendations for practice and policy.
Learning to Read in a New Language: Making Sense of Words and Worlds
by Eve Gregory'[This book] is a helpful edition to a field where there is a limited amount of good literature to support teachers dealing with second language acquisition in the classroom' - ESCalate `Gregory's book is an important and timely contribution to the literature on literacy, biliteracy, second language learning and early childhood education, synthesizing cutting-edge research, perspectives and teaching approaches in a clear and accessible way. Overall, it is a terrific resource' - Dinah Volk Across the world, an increasing number of young children are learning to read in languages different from their mother tongue, and there is a clear need for a book which addresses the ways in which these children should be taught. Eve Gregory's book is unique in doing so. Building upon the ideas proposed in Making Sense of a New World, this second edition widens its scope, arguing for the limitations of policies designed for 'monolingual minds' in favour of methodologies which put plurilingualism at the centre of literacy tuition. This book offers a practical reading programme -- an 'Inside-Out' (starting from experience) and 'Outside-In' (starting from literature) approach to teaching which can be used with individuals, small groups and whole classes. It uses current sociocultural theory, while drawing on examples of children from America, Australia, Britain, China, France, Singapore, South Africa and Thailand who are engaged in learning to read nursery rhymes and songs, storybooks, letters, the Bible and the Qur'an as well as school texts, in languages they do not speak fluently. Gregory argues that, in order for literacy tuition to be successful, reading must make sense -- children must feel part of a community of readers. There is no common method which they use to learn, but rather a shared aim to which they aspire: making sense of a new world through new words. Eve Gregory is Professor of Language and Culture in Education at Goldsmiths, University of London.
Learning to Read in the Computer Age
by Anne Meyer David H. RoseThe computer and the Internet loom larger each year in the school lives of many children. This book acquaints the parent and teacher with the applicable computer function for a reading task and sample cutting edge software.
Learning to Read in the Late Ottoman Empire and the Early Turkish Republic
by Benjamin C. FortnaAn exploration of the ways in which children learned and were taught to read, against the background of the transition from Ottoman Empire to Turkish Republic. This study gives us a fresh perspective on the transition from empire to republic by showing us the ways that reading was central to the construction of modernity.
Learning to Read the Numbers: Integrating Critical Literacy and Critical Numeracy in K-8 Classrooms. A Co-Publication of The National Council of Teachers of English and Routledge
by David J. Whitin Phyllis E. WhitinBeing a critical reader of numerical information is an integral part of being literate in today’s data-drenched world. Uniquely addressing both mathematics and language issues, this text shows how critical readers dig beneath the surface of data to better evaluate their usefulness and to understand how numbers are constructed by authors to portray a certain version of reality. Engaging, concise, and rich with examples and clear connections to classroom practice, it provides a framework of critical questions that children and teachers can pose to crack open authors’ intentions, expose their decisions, and make clear who are the winners and losers – questions that are essential for building democratic classrooms. Explaining and illustrating how K-8 teachers can engage students in developing the ability to be both critical composers and critical readers of texts, Learning to Read the Numbers is designed for teacher education courses across the areas of language arts, mathematics, and curriculum studies, and for elementary teachers, administrators, and literacy and mathematics coaches. Learning to Read the Numbers is a co-publication of The National Council of Teachers of English (www.ncte.org) and Routledge.
Learning to Rival: A Literate Practice for Intercultural Inquiry (Rhetoric, Knowledge, and Society Series)
by Linda Flower Elenore Long Lorraine HigginsLearning to Rival tells the inside story of college and high school writers learning to "rival"--to actively seek rival hypotheses and negotiate alternative perspectives on charged questions. It shows how this interdisciplinary literate practice alters with the context of use and how, in learning to rival in school and out, students must often negotiate conflicts not apparent to instructors. This study of the rival hypothesis stance--a powerful literate practice claimed by both humanities and science--initially posed two questions: * how does the rival hypothesis stance define itself as a literate practice as we move across the boundaries of disciplines and genres, of school and community? * how do learners crossing these boundaries interpret and use the family of literate practices, especially in situations that pose problems of intercultural understanding? Over the course of this project with urban teenagers and minority college students, the rival hypothesis stance emerged as a generative and powerful tool for intercultural inquiry, posing in turn a new question: how can the practice of rivaling support the difficult and essential art of intercultural interpretation in education? The authors present the story of a literate practice that moves across communities, as well as the stories of students who are learning to rival across the curriculum. Learning to Rival offers an active, strategic approach to multiculturalism, addressing how people negotiate and use difference to solve problems. In the spirit of John Dewey's experimental way of knowing, it presents a multifaceted approach to literacy research, combining contemporary research methods to show the complexity of rivaling as a literate practice and the way it is understood and used by a variety of writers. As a resource for scholars, teachers, and administrators in writing across the curriculum studies, writing program administration, service learning, and community based projects, as well as literacy, rhetoric, and composition, this volume reveals how learning a new literate practice can force students to encounter and negotiate conflicts. It also provides a model of an intercultural inquiry that uses difference to understand a shared problem.
Learning To Speak: A Manual for Parents
by P. R. Zelazo R. B. Kearsley J. A. UngererFirst published in 1984. Routledge is an imprint of Taylor & Francis, an informa company.
Learning to Spell: Research, Theory, and Practice Across Languages
by Charles A. Perfetti Laurence Rieben Michel FayolThis distinctive cross-linguistic examination of spelling examines the cognitive processes that underlie spelling and the process of learning how to spell. The chapters report and summarize recent research in English, German, Hebrew, and French. Framing the specific research on spelling are chapters that place spelling in braod theoretical perspectives provided by cognitive neuroscience, psycholinguistic, and writing system-linguistic frameworks. Of special interest is the focus on two major interrelated issues: how spelling is acquired and the relationship between reading and spelling. An important dimension of the book is the interweaving of these basic questions about the nature of spelling with practical questions about how children learn to spell in classrooms. A motivating factor in this work was to demonstrate that spelling research has become a central challenging topic in the study of cognitive processes, rather than an isolated skill learned in school. It thus brings together schooling and learning issues with modern cognitive research in a unique way. testing, children writing strings of letters as a teacher pronounces words ever so clearly. In parts of the United States it can also bring an image of specialized wizardry and school room competition, the "spelling bee." And for countless adults who confess with self-deprecation to being "terrible spellers," it is a reminder of a mysterious but minor affliction that the fates have visited on them. Beneath these popular images, spelling is a human literacy ability that reflects language and nonlanguage cognitive processes. This collection of papers presents a sample of contemporary research across different languages that addresses this ability. To understand spelling as an interesting scientific problem, there are several important perspectives. First, spelling is the use of conventionalized writing systems that encode languages. A second asks how children learn to spell. Finally, from a literacy point of view, another asks the extent to which spelling and reading are related. In collecting some of the interesting research on spelling, the editors have adopted each of these perspectives. Many of the papers themselves reflect more than one perspective, and the reader will find important observations about orthographies, the relationship between spelling and reading, and issues of learning and teaching throughout the collection.
Learning to Teach English in the Secondary School: A companion to school experience (Learning to Teach Subjects in the Secondary School Series)
by Jon Davison Caroline DalyHow do you approach teaching English in the contemporary classroom? What is expected of a would-be English teacher? The fourth edition of this best-selling text combines theory and practice to present an indispensable introduction to the opportunities and challenges of teaching English in the secondary classroom. It offers insight into the history, policies and definitions surrounding the subject, together with innovative and practical strategies which can be used for effective teaching and learning. Already a major text for many university teacher education courses, the new edition reflects the extent and impact of current reforms whilst retaining its focus on what is of enduring value for English teaching. With an emphasis on developing your own values and on stimulating approaches that underpin English teaching, it will help you navigate your way through changing curriculum requirements, assessment practice and the demands of professional development. Key topics explored include: Reading, writing and speaking and listening Teaching language and grammar Drama in English teaching Poetry Working with digital technologies Post-16 English language and literature Developing as a critically reflective practitioner. Written particularly with the new and student teacher in mind, Learning to Teach English in the Secondary School aims to equip readers with the tools to make critically informed judgements about how to teach, develop principled practice and most importantly, be mindful of pupils and their experience of English in the secondary classroom.
Learning to Write: First Language/Second Language (Applied Linguistics and Language Study)
by Aviva Freedman Ian Pringle Janice YaldenFirst published in 1983. Routledge is an imprint of Taylor & Francis, an informa company.
Learning to Write
by Gunther KressFirst published in 1982, this influential and classic text poses two questions: what is it that a child learns when he or she learns to write? What can we learn about children, society and ourselves, by looking at this process? The book is based on a close analysis of a series of written texts by primary school children and is written for student teachers with little or no knowledge of linguistics. In this new edition, Gunther Kress has made extensive revisions in the light of recent developments in linguistics and in education. The theoretical focus is now a social semiotic one, which allows a fundamental rethinking of issues such as 'preliteracy' and broad social and cultural questions around the making of texts.
The Learning-to-write Process in Elementary Classrooms
by Suzanne BratcherThis text models for teachers how to help children learn and write by establishing comfort with writing, building confidence, and developing competence. Several themes run through the learning-to-write-process presented in this text:* Writing is communication;* Writing is a powerful tool for learning;* How children feel about their writing and themselves as writers affects how they learn to write;* Teachers are coworkers with students; children from many backgrounds can learn to write together. The text sythesizes what we know about how children learn, how we write, and what we write into a process of teaching children to write. It is intended to serve as a starting place for developing theories of how to best teach writing.
Learning to Write with Purpose
by Stephanie A. Spadorcia Erika Thulin Dawes Mary C. Mcmackin Karen Kuelthau AllanCommunicating ideas and information is what makes writing meaningful-yet many upper elementary and middle school students write in a vacuum, without considering the aims of their writing or the needs of their readers. This highly informative, teacher-friendly book presents a fresh perspective on writing instruction along with practical methods for the classroom. Teachers learn ways to promote the skills and strategies needed to write and revise effectively in a range of genres: personal narratives, fiction, and poetry; persuasive, explanatory, and "how-to" writing; and writing for high-stakes tests. Special features include vivid classroom vignettes, examples of student work, evaluation guidelines, and suggested "mentor texts" that model different genres.
Learning Vocabulary in Another Language (Cambridge Applied Linguistics)
by I. S. NationVocabulary is now well recognized as an important focus in language teaching and learning. Now in its third edition, this book provides an engaging, authoritative guide to the teaching and learning of vocabulary in another language. It contains descriptions of numerous vocabulary learning strategies, which are supported by reference to experimental research, case studies, and teaching experience. It also describes what vocabulary learners need to know to be effective language users. This new edition has been updated to incorporate the wealth of research that has come out of the past decade. It also includes a new chapter on out of-classroom learning, which explores the effect of the Internet and electronic resources on learning. This vital resource for all vocabulary researchers shows that by taking a systematic approach to vocabulary learning, teachers can make the best use of class time and help learners get the best return for their learning effort.
Learning Vocabulary Strategically in a Study Abroad Context
by Isobel Kai-Hui WangThis book focuses on case studies of vocabulary strategy use and presents an in-depth account of the vocabulary learning experiences of Chinese students in the UK. It challenges the view that vocabulary strategies result only from learners' cognitive choices, and provides insightful analysis of the interplay between learner characteristics, agency and context in the process of strategic learning. The author makes a strong case for using qualitative methodologies to examine the dynamic, complex and contextually situated nature of strategic vocabulary learning. Drawing on multiple data sources, the book discusses issues that are central to the continuing development of vocabulary strategy research and offers theoretical, research-based and practical suggestions for future exploration. This book will appeal to students and scholars of second language acquisition, vocabulary and applied linguistics.
Learning Zulu: A Secret History of Language in South Africa
by Mark Sanders"Why are you learning Zulu?" When Mark Sanders began studying the language, he was often asked this question. In Learning Zulu, Sanders places his own endeavors within a wider context to uncover how, in the past 150 years of South African history, Zulu became a battleground for issues of property, possession, and deprivation. Sanders combines elements of analysis and memoir to explore a complex cultural history.Perceiving that colonial learners of Zulu saw themselves as repairing harm done to Africans by Europeans, Sanders reveals deeper motives at work in the development of Zulu-language learning--from the emergence of the pidgin Fanagalo among missionaries and traders in the nineteenth century to widespread efforts, in the twentieth and twenty-first centuries, to teach a correct form of Zulu. Sanders looks at the white appropriation of Zulu language, music, and dance in South African culture, and at the association of Zulu with a martial masculinity. In exploring how Zulu has come to represent what is most properly and powerfully African, Sanders examines differences in English- and Zulu-language press coverage of an important trial, as well as the role of linguistic purism in xenophobic violence in South Africa. Through one person's efforts to learn the Zulu language, Learning Zulu explores how a language's history and politics influence all individuals in a multilingual society.
The Least You Should Know About English: Basic Writing Skills (Form C)
by Teresa Ferster GlazierBasic English writing skills for students.
The Least You Should Know About English: Writing Skills, Form B
by Paige Wilson Teresa Ferster GlazierQuickly master English writing skills with THE LEAST YOU SHOULD KNOW ABOUT ENGLISH: WRITING SKILLS, FORM B, Eleventh Edition. Brief and uncomplicated, this text has helped students learn the basics of English writing for over thirty years with its clear, concise concept explanations and useful, relevant corresponding exercises. Topics include spelling, word choice, sentence structure, punctuation, paragraph and essay writing--as well as more advanced skills such as argumentation and quotation. Check your work easily with exercise answers located in the back of the book, making it an excellent writing resource even after the course has ended.
The Least You Should Know about English: Writing Skills, Twelfth Edition
by Paige Wilson Teresa Ferster GlazierQuickly master English writing skills with THE LEAST YOU SHOULD KNOW ABOUT ENGLISH: WRITING SKILLS, Twelfth Edition. Brief and uncomplicated, this text has helped students learn the basics of English writing for more than 30 years with its clear, concise concept explanations and useful, relevant corresponding exercises. Topics include spelling, word choice, sentence structure, punctuation, paragraph, and essay writing-as well as more advanced skills such as argumentation and quotation. Check your work easily with exercise answers located in the back of the book, making it an excellent writing resource even after the course has ended.
The Least You Should Know About English: Writing Skills, Form A
by Paige Wilson Teresa Ferster GlazierQuickly master English writing skills with THE LEAST YOU SHOULD KNOW ABOUT ENGLISH: WRITING SKILLS, FORM A, Eleventh Edition. Brief and uncomplicated, this text has helped students learn the basics of English writing for over thirty years with its clear, concise concept explanations and useful, relevant corresponding exercises. Topics include spelling, word choice, sentence structure, punctuation, paragraph and essay writing--as well as more advanced skills such as argumentation and quotation. Check your work easily with exercise answers located in the back of the book, making it an excellent writing resource even after the course has ended.
Leave Me Alone, I'm Reading
by Maureen Corrigan"It's not that I don't like people," writes Maureen Corrigan in her introduction to Leave Me Alone, I'm Reading. "It's just that there always comes a moment when I'm in the company of others--even my nearest and dearest--when I'd rather be reading a book." In this delightful memoir, Corrigan reveals which books and authors have shaped her own life--from classic works of English literature to hard-boiled detective novels, and everything in between. And in her explorations of the heroes and heroines throughout literary history, Corrigan's love for a good story shines.From the Trade Paperback edition.
Leaves from the Inn of the Last Home (Dragonlance)
by Margaret Weis Tracy HickmanWelcome, guest, to our inn. Shake the dust from your boots and throw off the cares of the weary road you travel. Have no fear of goblin or draconian, dragon or ogre (except in legend and song that you will hear around our fire)! This night, guest, you are safe and warm within the branches of the sheltering vallenwood. - Your proprietors, Caramon and Tika Majere. For your enjoyment, we offer How the Companions Met, Lord Gunthar's War Journal, Bertrem's Essays on the Races of Krynn, Notes from Raistlin's Book of Herb Lore, Rune Readings and Numerological Charts, Songs, Recipes, Musical Scores, Legends, Proverbs, Artifacts of Krynn, and a few other items we may have overlooks (as the kender said when he emptied his pockets).