Interdisiplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy
Buku ini diterbitkan tahun 2010 Oleh Routledge, Madison Avenue, New York, adalah buku edisi Pertama.
Judul: Interdisiplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy
Oleh: Khaty Hall, et al (Editor)
Penerbit: Routledge, Madison Avenue, New York,
Tahun: 2010
Jumlah Halaman: 273 hal.
Editor:
Kathy Hall is Professor of Education and Head of the School of Education at University College Cork.
Usha Goswami is Professor of Education at the University of Cambridge and a Fellow of St John’s College, Cambridge.
Colin Harrison has a personal chair in Literacy Studies in Education at the University of Nottingham.
Sue Ellis is Reader in Literacy and Language in the Department of Childhood and Primary Studies at the University of Strathclyde.
Janet Soler is Senior Lecturer at the Open University, where she teaches and
publishes on literacy education and literacy policy.
Lingkup Pembahasan:
Buku ini berbeda perspektif dan studi tentang membaca untuk semua orang yang mencari untuk memperluas dan memperkaya praktek saat ini, penelitian dan kebijakan perdebatan. Luasnya pengetahuan yang mendasari pedagogi adalah tema sentral dan buku ini akan membantu pendidik, pembuat kebijakan dan peneliti memahami berbagai perspektif penelitian yang harus menginformasikan keputusan tentang perkembangan membaca di sekolah. Buku ini menawarkan wawasan yang sangat berharga menjadi peserta didik yang tidak mencapai potensi penuh mereka. Bab-bab yang telah ditulis oleh tokoh-tokoh kunci dalam pendidikan, psikologi, sosiologi dan ilmu saraf, dan mempromosikan diskusi tentang:
• pemahaman
• gender dan keaksaraan
• phonics dan decoding
• literasi digital di rumah dan sekolah
• peserta didik bilingual dan membaca
• kesulitan membaca
• keaksaraan berbasis bukti
• teks visual.
Buku ini mencakup berbagai perspektif konseptual komprehensif tentang membaca pedagogi dan menawarkan banyak wawasan baru untuk mendukung petunjuk arah penelitian yang inovatif
Daftar Isi:
List of illustrations vii
List of contributors ix
Acknowledgements xiv
Introduction 1
1 Significant lines of research in reading pedagogy 3
KATHY HALL
PART I Families, communities and schools 17
2 The ghosts of reading past, present and future: the materiality of reading in homes and
schools 19
JACKIE MARSH
3 Reading places 32
BARBARA COMBER
4 Young bilingual learners: a socio-cultural perspective 44
ROSE DRURY
PART II Comprehension 59
5 Comprehension as a social act: texts, contexts and readers 61
VIVIENNE SMITH
6 Reading for meaning: the skills that support reading comprehension and its development 74
KATE CAIN
7 New literacies in the elementary classroom: the instructional dynamics of visual-texts 87
DAWNENE D. HASSETT
PART III Beginning to read print 101
8 Phonology, reading and reading difficulties 103
USHA GOSWAMI
9 English is a difficult writing system for children to learn: evidence from children learning to
read in Wales 117
J. RICHARD HANLEY
10 Contextualised phonics teaching 130
DOMINIC WYSE
PART IV Challenging research, policies and pedagogies 149
11 What it takes in early schooling to have adolescents who are skilled and eager readers and
writers 151
WILLIAM H. TEALE, KATHLEEN A. PACIGA AND JESSICA L. HOFFMAN
12 Classroom interaction and reading pedagogy in the early years of school 164
HENRIETTA DOMBEY
13 Dyslexia lessons: the politics of dyslexia and reading problems 179
JANET SOLER
14 The use of evidence in language and literacy teaching 193
SUE ELLIS
15 Why do policy-makers find the ‘simple view of reading’ so attractive, and why do I find it so
morally repugnant? 207
COLIN HARRISON
16 Policy and pedagogy: proficiency and choice in the literacy classroom 219
GEMMA MOSS
PART V Teacher education 231
17 The practical and political dimensions of teacher knowledge: implications for reading
teacher preparation and research on teaching 233
JAMES V. HOFFMAN AND MELISSA MOSLEY
Index 248`
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