{"product_id":"phonological-skills-and-learning-to-read-9781138907485","title":"Phonological Skills and Learning to Read","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eIn 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: \u003c\/p\u003e\u003cul\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003epre-school phonological knowledge of rhyme and alliteration\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003ethe impact of alphabetic instruction on knowledge about phonemes \u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003elinks between early spelling and later reading.  \u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003c\/ul\u003e\u003cp\u003eThis 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.\u003c\/p\u003e\u003ci\u003e\u003c\/i\u003e\u003cp\u003ePhonological Skills and Learning to Read will conti\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eThis book really gives one the feeling that progress has been made. The meticulous stock-taking evident in the extensive literature review has brought this out. The great puzzle of the phoneme in literacy is virtually solved. The hunt for this solution has been one of the most exciting enterprises in psychology today. Moreover, it has brought developmental psychology into direct contact with educational practice. This book is scholarly yet clear, didactic yet fun to read. It can be recommended to anybody who has ever wondered how children learn to read…I am wholly enthusiastic about this book, and I believe that it will be much in demand as a set course book. - \u003cstrong\u003eUta Frith, MRC Cognitive Development Unit, London, UK\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\u003cem\u003e \u003cbr\u003e\u003c\/em\u003e\u003c\/p\u003e\u003cp\u003e\u003cem\u003eGoswami and Bryant have provided us with an excellent book. It is clearly written and a delight to read. It is relevant to both theory and the practical task of teaching children to read. It will, deservedly, be read by a wide audience. - \u003cb\u003eMargaret Snowling, Journal of Child Psychology and Psychiatry\u003c\/b\u003e\u003c\/em\u003e\u003c\/p\u003e \u003cem\u003e\u003cbr\u003e\u003c\/em\u003e\u003cp\u003e\u003cem\u003eI have thoroughly enjoyed reading this monograph…The argument is a delight…This will be a very valuable contribution to thinking about the role of phonological processing in reading and in learning to read, but it will also be usable as an undergraduate text. I shall certainly consider using it to support my own course on Reading and Understanding. -\u003c\/em\u003e\u003c\/p\u003e\u003cem\u003e\u003cstrong\u003eGeoffrey Underwood, University of Nottingham, UK\u003c\/strong\u003e\u003cem\u003e \u003cbr\u003e\u003c\/em\u003e\u003c\/em\u003e\u003cp\u003e\u003cem\u003e\u003cem\u003eGoswami and Bryant assemble an impressive number of research studies which bear on their thesis, outlining them clearly and succinctly. They write persuasively but never dogmatically, revealing a refreshing willingness to give credit to theoretical positions other than their own. This book deserves serious attention by all those who are keen to relate the practice of the teaching of reading to theory which is firmly grounded in careful empirical work. -\u003c\/em\u003e\u003c\/em\u003e\u003c\/p\u003e\u003cem\u003e\u003cem\u003e\u003cstrong\u003eKatherine Perera, The Times Higher Education Supplement\u003c\/strong\u003e\u003cem\u003e \u003cbr\u003e\u003c\/em\u003e\u003c\/em\u003e\u003c\/em\u003e\u003cp\u003e\u003cem\u003e\u003cem\u003e\u003cem\u003ePerhaps the real contribution of this attractive monograph is that it offers a new conceptualisation of the relationship between speech and literacy which can give an exciting direction for future research. -\u003c\/em\u003e\u003c\/em\u003e\u003c\/em\u003e\u003c\/p\u003e\u003cem\u003e\u003cem\u003e\u003cem\u003e\u003cstrong\u003eP.H.K. Seymour, The Times Higher Educational Supplement\u003c\/strong\u003e\u003cem\u003e \u003cbr\u003e\u003c\/em\u003e\u003c\/em\u003e\u003c\/em\u003e\u003c\/em\u003e\u003cp\u003e\u003cem\u003e\u003cem\u003e\u003cem\u003e\u003cem\u003eI think this is an excellent and timely book. It has been a pleasure reviewing it. -\u003c\/em\u003e\u003c\/em\u003e\u003c\/em\u003e\u003c\/em\u003e\u003c\/p\u003e\u003cem\u003e\u003cem\u003e\u003cem\u003e\u003cem\u003e\u003cstrong\u003eCharles Hulme, University of York, UK\u003c\/strong\u003e\u003c\/em\u003e\u003c\/em\u003e\u003c\/em\u003e\u003c\/em\u003e\u003cp\u003e\u003cem\u003e\u003cem\u003e\u003cem\u003e\u003cem\u003e\u003cem\u003eThis is a revised edition of the authors' groundbreaking work, which revists their theory about how phonlogical skills support the development of literacy. This new edition evaluates research from the past 25 years and examines fresh evidence from a wide variety of associated fields, assessing how the original theory stands the test of time.\u003c\/em\u003e - \u003cstrong\u003eNeil Henty, \u003cem\u003eEarly Years Educator\u003c\/em\u003e\u003c\/strong\u003e\u003c\/em\u003e\u003c\/em\u003e\u003c\/em\u003e\u003c\/em\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePraise for the First Edition\u003c\/p\u003e\u003cp\u003eIntroduction to the Classic Edition\u003c\/p\u003e\u003cp\u003e1 Phonological Awareness and Reading. \u003c\/p\u003e\u003cp\u003e2 How Children Read Words.\u003c\/p\u003e\u003cp\u003e3 Spelling and Phonological Awareness. \u003c\/p\u003e\u003cp\u003e4 How Children Read and Write New Words. \u003c\/p\u003e\u003cp\u003e5 Comparisons with Backward Readers and Spellers.\u003c\/p\u003e\u003cp\u003e6 Correlations and Longitudinal Predictions.\u003c\/p\u003e\u003cp\u003e7 Teaching Children About Sound. \u003c\/p\u003e\u003cp\u003e8 Do Children Read and Fail to Learn to Read in Different Ways from Each Other. \u003c\/p\u003e\u003cp\u003e9 Theories About Learning to Read.\u003c\/p\u003e\u003cp\u003eIndex\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":51019538989399,"sku":"9781138907485","price":43.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781138907485.jpg?v=1750780568","url":"https:\/\/bookcurl.com\/products\/phonological-skills-and-learning-to-read-9781138907485","provider":"Book Curl","version":"1.0","type":"link"}