This text presents a four-year longitudinal study of the literacy development of children attending an Austin, Texas area elementary school. The reading and writing development of this microcosm of "at-risk" children was followed as they progressed from first to fourth grade. The author poses the question, "What skills and abilities of the child, and what classroom factors, appear to foster literacy development?" Included here are the author's models of reading and writing acquisition, and application of these models to six ...
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This text presents a four-year longitudinal study of the literacy development of children attending an Austin, Texas area elementary school. The reading and writing development of this microcosm of "at-risk" children was followed as they progressed from first to fourth grade. The author poses the question, "What skills and abilities of the child, and what classroom factors, appear to foster literacy development?" Included here are the author's models of reading and writing acquisition, and application of these models to six children: three with literacy problems and three with successful literacy development. Interviews with the children are presented along with measures of their cognitive development and skills, samples of their reading and writing from and throughout the four year study, and an examination of their successes and failures in relations to the models presented in earlier chapters. Additionally, one chapter examines school-related factors that may play a role in the children's reading development.
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Add this copy of Learning to Read and Write in One Elementary School to cart. $103.32, new condition, Sold by Ingram Customer Returns Center rated 5.0 out of 5 stars, ships from NV, USA, published 2011 by Springer.
Add this copy of Learning to Read and Write in One Elementary School to cart. $103.32, new condition, Sold by Ingram Customer Returns Center rated 5.0 out of 5 stars, ships from NV, USA, published 1993 by Springer.
