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Language Development and Learning to Read(2005)  무료배송

 
지은이 : McGuinness
출판사 : MIT
판수 : 1 edition
페이지수 : 480 pages
ISBN : 0262134527
예상출고일 : 입금확인후 2일 이내
주문수량 :
도서가격 : 55,000원 ( 무료배송 )
적립금 : 1,650 Point
   

 
Research on reading has tried, and failed, to account for wide disparities in reading skill even among children taught by the same method. Why do some children learn to read easily and quickly while others, in the same classroom and taught by the same teacher, don't learn to read at all? In Language Development and Learning to Read, Diane McGuinness examines scientific research that might explain these disparities. She focuses on reading predictors, analyzing the effect individual differences in specific perceptual, linguistic, and cognitive skills may have on a child's ability to read. Because of the serious methodological problems she finds in the existing research on reading, many of the studies McGuinness cites come from other fields -- developmental psychology, psycholinguistics, and the speech and hearing sciences -- and provide a new perspective on which language functions matter most for reading and academic success. McGuinness first examines the phonological development theory -- the theory that phonological awareness follows a developmental path from words to syllables to phonemes -- which has dominated reading research for thirty years, and finds that research evidence from other disciplines does not support the theory. McGuinness then looks at longitudinal studies on the development of general language function, and finds a "tantalizing connection" between core language functions and reading success. Finally, she analyzes mainstream reading research, which links reading ability to specific language skills, and the often flawed methodology used in these studies. McGuinness's analysis shows the urgent need for a shift in our thinking about how to achieve reading success.

Diane McGuinness is a reading consultant and Emeritus Professor of Psychology at the University of South Florida. She is the author of Why Our Children Can't Read and What We Can Do about It, Early Reading Instruction (MIT Press, 2004), and other books on reading and learning.

"
I can't say enough about this book. It's fantastic! Very well written and enjoyable reading as well! The chapter on statistics is one of the best introductions to the topic I've ever read. As a school psychologist with 25+ years of experience, I was thrilled to find this book that puts it all in one place. It's the kind of book that after you read it, you go around telling everyone, "You've got to read this book!" If you really want to understand the process of how children learn to read, this is the book to read. "

"
I think this book starts out very simply in over viewing fundamentals on how the mind reads and quickly gets into practical and useful applications that can be adopted by teachers and specialists in the field of literacy education. The book keeps an eye on the pedagogy of teaching reading.

An interesting stance is taken regarding Dyslexia in suggesting that Dyslexia is not brain based and perhaps more to do with the way English (a complex language with spelling not mapping onto sounds) is taught. Remedial programs are refereed to that help individuals tagged as dyslexic.

I bought this book alongside its companion book: (see: Early Reading Instruction: What Science Really Tells Us about How to Teach Reading (Bradford Books)) and I would really recommend this dual purchase if you are planning to delve deeper into academic literature on the teaching of reading (also the teaching of writing as I think they are interwoven). "
   
 
   
 
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