Language Awareness and Learning to Read: 17 (Springer Series in Language and Communication) - Tapa blanda

Libro 12 de 20: Springer Series in Language and Communication
 
9781461382508: Language Awareness and Learning to Read: 17 (Springer Series in Language and Communication)
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ISBN 10: 1461382505 ISBN 13: 9781461382508
Editorial: Springer, 2013

Sinopsis

During the 1970s there was a rapid increase in interest in metacognition and metalinguistics. The impetus came from linguistics, psychology, and psycho­ linguistics. But with rather unusual rapidity the work from these scientific dis­ ciplines was taken over in education. This new direction in these various areas of academic study was taken simultaneously by several different investigators. Although they had varying emphases, their work sometimes appears to be over­ lapping; despite this, it has been rather difficult to find a consensus. This is reflected in the varying terminology used by these independent investigators­ "linguistic awareness," "metacognition," "metalinguistic ability," "task aware­ ness," "lexical awareness," and so on. For educators these developments presented a glittering array of new ideas that promised to throw light on children’s thinking processes in learning how to read. Many reading researchers and graduate students have perceived this as a new frontier for the development of theory and research. However, the variety of independent theoretical approaches and their accompanying terminologies has been somewhat confusing.

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Reseña del editor

During the 1970s there was a rapid increase in interest in metacognition and metalinguistics. The impetus came from linguistics, psychology, and psycho­ linguistics. But with rather unusual rapidity the work from these scientific dis­ ciplines was taken over in education. This new direction in these various areas of academic study was taken simultaneously by several different investigators. Although they had varying emphases, their work sometimes appears to be over­ lapping; despite this, it has been rather difficult to find a consensus. This is reflected in the varying terminology used by these independent investigators­ "linguistic awareness," "metacognition," "metalinguistic ability," "task aware­ ness," "lexical awareness," and so on. For educators these developments presented a glittering array of new ideas that promised to throw light on children's thinking processes in learning how to read. Many reading researchers and graduate students have perceived this as a new frontier for the development of theory and research. However, the variety of independent theoretical approaches and their accompanying terminologies has been somewhat confusing.

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Editorial
Springer
Año de publicación
2013
Idioma
Inglés
ISBN 10 
1461382505
ISBN 13 
9781461382508
Encuadernación
Tapa blanda
Número de páginas
320
Editor
Downing J., Valtin R.
Contacto del fabricante
ProductSafety@springernature.com
ProductSafety@springernature.com

Poststr. 9
Darmstadt
64293
Alemania

Otras ediciones populares con el mismo título

9780387908908: Language Awareness and Learning to Read (SPRINGER SERIES IN LANGUAGE AND COMMUNICATION)

Edición Destacada

ISBN 10:  0387908900 ISBN 13:  9780387908908
Editorial: Springer-Verlag New York Inc., 1984
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