Description
Book SynopsisLearning to Read: Psychology in the Classroom is an informative and stimulating book for all those involved in the study of reading and the teaching of reading skills. This lively book links the study of cognitive processes involved in reading with the reading skills acquired by the learning child, and with the practical need of teachers. Throughout, the importance of applying a scientific approach to the study and teaching of reading is emphasized.
Early chapters appraise current educational practices in the teaching of reading and relate these to our present understanding of what it is that children learn when they begin to read. As a central theme, the normal pattern of reading development is compared with disturbed reading development. Later chapters discuss methods of assessing reading ability in individual children out in the classroom with gourps of poor readers. Finally, the book addresses the problems of children who may master the mechanics of reading but fail
Trade Review
"This is a well-judged, well-balanced and timely book. It takes a serious, down-to-earth look at reading and writing as psychological processes. These processes are demonstrable over and above any fads and fashions in teaching. Rather, they can inform teaching practice, and this really is the central concern of this book... Of course, there is always a gap between laboratory and classroom, but this book will act as an enthusiastic and well-informed go-betwee." Uta Frith, MRC Cognitive Development Unit, London
"A Worthwhile addition to an overcrowded field...the contributors do have something to add to the canon. It is clearly written and will be immediately comprehensible to tachers and students." Denis Vincent, University of East London, and co-editor of the Journal of Research in Reading
Table of ContentsLearning to read - psychology and education, Roger Beard; recognizing printed words unlocks the door to reading - how do children find the key?, Morag Stuart; the cognitive psychology of reading acquisition in the classroom - fact or fantasy?, Philip H.K. Seymour and Henryka M. Evans; assessing readings skills, Nata Goulandris and Margaret Snowling; helping to overcome early reading failure, Peter J. Hatcher, Charles Hulme and Andrew W. Ellis; learning to understand written language, Jane Oakhill and Nicola Yuill; postscript, Elaine Funnell and Morag Stuart.
