Learning to Read and Write: A Cross-Linguistic Perspective: 2 (Cambridge Studies in Cognitive and Perceptual Development, Series Number 2) - Tapa blanda

Harris, Margaret

 
9780521027182: Learning to Read and Write: A Cross-Linguistic Perspective: 2 (Cambridge Studies in Cognitive and Perceptual Development, Series Number 2)
Tapa blanda
ISBN 10: 0521027187 ISBN 13: 9780521027182
Editorial: Cambridge University Press, 2008

Sinopsis

For many years, the development of theories about the way children learn to read and write was dominated by studies of English-speaking populations. As we have learned more about the way that children learn to read and write other scripts - whether they have less regularity in their grapheme-phoneme correspondences or do not make use of alphabetic symbols at all - it has become clear that many of the difficulties that confront children learning to read and write English specifically are less evident, or even non-existent, in other populations. At the same time, some aspects of learning to read and write are very similar across scripts. The unique cross-linguistic perspective offered in this book, including chapters on Japanese, Greek and the Scandinavian languages as well as English, shows how the processes of learning to read and spell are affected by the characteristics of the writing system that children are learning to master.

"Sinopsis" puede pertenecer a otra edición de este libro.

Críticas

"This book provides us with abundant evidence that across a wide range of countries and across the full gamut of reading systems, there is a very close relationship between how easy it is to learn to read and how well the writing system being acquired permits nonlexical print-to-sound translation. Why should this be so? The self-teaching hypothesis provides an appealing answer to this question; hence, the data reported in this book provide strong evidence that this hypothesis is correct." Contemporary Psychology, APA Review of Books

Reseña del editor

For many years, the development of theories about the way children learn to read and write was dominated by studies of English-speaking populations. As we have learned more about the way that children learn to read and write other scripts - whether they have less regularity in their grapheme-phoneme correspondences or do not make use of alphabetic symbols at all - it has become clear that many of the difficulties that confront children learning to read and write English specifically are less evident, or even non-existent, in other populations. At the same time, some aspects of learning to read and write are very similar across scripts. The unique cross-linguistic perspective offered in this book, including chapters on Japanese, Greek and the Scandinavian languages as well as English, shows how the processes of learning to read and spell are affected by the characteristics of the writing system that children are learning to master.

"Sobre este título" puede pertenecer a otra edición de este libro.

Editorial
Cambridge University Press
Año de publicación
2008
Idioma
Inglés
ISBN 10 
0521027187
ISBN 13 
9780521027182
Encuadernación
Tapa blanda
Número de edición
1
Número de páginas
264
Contacto del fabricante
no disponible
Persona responsable
Avery
https://www.avery.fr/

chemin des peupliers 27
Dardilly
Francia

Otras ediciones populares con el mismo título

9780521621847: Learning to Read and Write Hardback: A Cross-Linguistic Perspective: 2 (Cambridge Studies in Cognitive and Perceptual Development, Series Number 2)

Edición Destacada

ISBN 10:  0521621844 ISBN 13:  9780521621847
Editorial: Cambridge University Press, 1999
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