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eBook Learning to be Literate: The Development of Spoken and Written Language epub

by Alison F. Garton,Chris Pratt

eBook Learning to be Literate: The Development of Spoken and Written Language epub
  • ISBN: 0631193170
  • Author: Alison F. Garton,Chris Pratt
  • Genre: Other
  • Subcategory: Social Sciences
  • Language: English
  • Publisher: Wiley-Blackwell; 2 edition (June 8, 1998)
  • Pages: 320 pages
  • ePUB size: 1718 kb
  • FB2 size 1808 kb
  • Formats docx rtf lrf txt


Psychology Press, 1995. Introduction: The spaces of transnationality.

Basil Blackwell, 1989. The effect of peer collaboration on children's problemsolving ability. LM Fawcett, AF Garton. British Journal of Educational Psychology 75 (2), 157-169, 2005. Psychology Press, 1995. P Jackson, P Crang, C Dwyer. Transnational spaces, 13-35, 2004. Leisure activities of adolescent school students: Predictors of participation and interest.

Learning to Be Literate book . Garton and Pratt argue that the social contexts within which talking, reading and writing are learned are essential for the development of literacy.

Oxford: Basil Blackwell.

This chapter focuses on how children learn about reading through reading stories and being read stories. Applied Psycholmguistics, 17, 401–426. CrossRefGoogle Scholar. Oxford: Basil Blackwell. Garton A. & Pratt, C. (1998). Learning to be literate.

Find nearly any book by Alison Garton. Get the best deal by comparing prices from over 100,000 booksellers. by Alison Garton, Chris Pratt. ISBN 9788475096360 (978-84-7509-636-0) Softcover, Paidos Iberica Ediciones S A, 1991.

Differences in child interest in books and book reading may evoke variation in literacy-relevant experiences.

Verbal abilities remained high, and in contrast to the findings at 4;6 (reported in Crain-Thoreson & Dale, 1992), reading achievement is now at a superior level. Overall, the results are consistent with a two-phase model of reading development, in which the second. Differences in child interest in books and book reading may evoke variation in literacy-relevant experiences.

Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy.

Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Correa-Chávez, . Rogoff, . & Mejìa Arauz, R. (2005). Oxford: Blackwell Publishing. Garton, A. (2004). In P. E. Bryant & T. Nunes (Ed., Handbook of literacy (pp. 323–350).

The second edition of this successful book describes and explainsthe development of children's spoken and written language. Drawingon both classical and recent research studies, the processeswhereby literacy is achieved during the period from infancy toabout 8 years of age are traced. The authors emphasize theimportance of early experiences with language in relation to laterdevelopments of literacy, highlighting the connections betweenlearning to talk and learning to read and write.Garton and Pratt argue that the social contexts within whichtalking, reading and writing are learned are essential for thedevelopment of literacy. Theoretical positions and research studiesthat support the argument are discussed, to provide a broadcontextual framework. Early chapters describe the processes ofspoken language development and the theoretical explanations putforward to account for them. Subsequent chapters discuss thedevelopment of reading and writing, as well as theoreticalconnections between spoken and written language development.
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