Literacy Teaching and Education

Four-Volume Set Auflage
ISBN: 978-0-85702-507-4
Verlag: Sage Publications

Buch, Englisch, 1536 Seiten, Format (B × H): 165 mm x 239 mm, Gewicht: 2903 g

Reihe: SAGE Library of Educational Thought & Practice

Literacy is essential to life-long learning, it is essential if people are to have full access to society, and it is essential to learning in formal education. The past 20 years has seen many significant developments in scholarship. The messages from this research need to be shared and put into practice. Dominic Wyse, a leading scholar in literacy, curriculum and pedagogy, has distilled the significant body of knowledge in this vital area of research, policy and practice into a four-volume collection. A feature that unifies this major work is the idea of contextualized teaching shown by research to be most effective. Volume One addresses the foundations of literacy, particularly the place of language and its links with literacy. Volume Two focuses on the teaching of reading. It includes reflection on the vital importance of texts and textbooks, for example by drawing on children's literature research. It also focuses on reading at word-level including the teaching of the alphabetic code. Volume Three concentrates on effective teaching of writing, particularly essential features of the process of writing, including IT and multimedia. Volume Four interrogates international and global thinking in relation to educational policy for language, literacy, curriculum and pedagogy. It is through effective policy that research on the most effective teaching methods can powerfully influence practice.

Autoren/Hrsg.

Wyse, Dominic

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Psycholinguistik, Neurolinguistik, Kognition
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Geisteswissenschaften Sprachwissenschaft Spracherwerb, Sprachentwicklung

Inhaltsverzeichnis

VOLUME ONE: THE FOUNDATIONS OF LANGUAGE AND LITERACY
Oral Discourse in a World of Literacy - David Olson
Curriculum and the Value of Knowledge - David Carr
The 'Social' in Post-Vygotskian Theory - Harry Daniels
Children's Literature Studies and Literary Theory Today - Maria Nikolajeva
Theory, Post-Theory and Aetonormative Theory
A Pedagogy of Multiliteracies - The New London Group
Designing Social Futures
What's 'New' in New Literacy Studies? Critical Approaches to Literacy in Theory and Practice - Brian Street
Within You, Without You - Teresa Amabile
The Social Psychology of Creativity and beyond
Learning Language and Strategic Thinking through the Arts - Shirley Brice Heath
Linguistic Interdependence and the Educational Development of Bilingual Children - James Cummins
Bilingual and Monolingual Brains Compared - Ioulia Kovelman, Stephanie Baker and Laura-Ann Petitto
A Functional Magnetic Resonance Imaging Investigation of Syntactic Processing and a Possible 'Neural Signature' of Bilingualism
English - David Crystal
Which Way Now?
Written Language, Standard Language, Global Language - Michael Halliday
The Logic of Non-Standard English - W Labov
Chinese Englishes - Kingsley Bolton
From Canton Jargon to Global English
Longitudinal Analysis of the Antecedents of Emergent Spanish Literacy and Middle-School English Reading Achievement of Spanish-Speaking Students - Leslie Reese et al
The Seeds of Time - Neil Mercer
Why Classroom Dialogue Needs a Temporal Analysis
VOLUME TWO: READING
Viewpoints: Transaction versus Interaction - Louise Rosenblatt
A Terminological Rescue Operation
Relations of Children's Motivation for Reading to the Amount and Breadth of Their Reading - Allan Wigfield and John Guthrie
Decoding, Reading and Reading Disability - Phillip Gough and William Tunmer
Matthew Effects in Reading - Keith Stanovich
Some Consequences of Individual Differences in the Acquisition of Literacy
Joint Book Reading Makes for Success in Learning to Read - Adriana Bus, Marinus van Ijzendoorn and Anthony Pellegrini
A Meta-Analysis on Intergenerational Transmission of Literacy
Reading Acquisition, Developmental Dyslexia and Skilled Reading across Languages - Johannes Ziegler and Usha Goswami
A Psycholinguistic Grain Size Theory
Phonics Instruction and Student Achievement in Whole Language First-Grade Classrooms - Karin Dahl et al
Analysis of Oral Reading Miscues - Kenneth Goodman
Applied Psycholinguistics
Oral Narrative Genres as Dialogic Resources for Classroom Literature Study - Mary Juzwik et al
A Contextualized Case Study of Conversational Narrative Discussion
Individualizing Student Instruction Precisely - Carol McDonald Connor et al
Effects of Child x Instruction Interactions on First Graders' Literacy Development
A Six-Year Study of Children Who Learned to Read in School at the Age of Four - Dolores Durkin
Reading Errors and Self-Correction Behaviour - Marie Clay
A Meta-Analysis of Reading Recovery in United States Schools - Jerome D'Agostino and Judith Murphy
VOLUME THREE: WRITING
A Cognitive Process Theory of Writing - Linda Flower and John Hayes
New Directions in Writing Theory - John Hayes
What's in a Name? Children's Name Writing and Literacy Acquisition - Janet Bloodgood
The Developmental Characteristics of Four and Five-Year-Old Pre-Schoolers' Drawing - Hui-Chin Yang and Andrea Noel
An Analysis of Scribbles, Placement Patterns, Emergent Writing and Name Writing in Archived Spontaneous Drawing Samples
Stories, Coupons and the 'TV Guide' - Victoria Purcell-Gates
Relationships between Home Literacy Experiences and Emergent Literacy Knowledge
One-Way Traffic? Connections between Literacy Practices at Home and in the Nursery - Jackie Marsh
Children's Patterns of Composition and Their Reflections on Their Composing Processes - Debra Myhill
An Exami

Über Autor(innen)

Wyse, Dominic
Dominic Wyse is Professor of Early Childhood and Primary Education at University College London (UCL), Institute of Education (IOE), and Academic Head of the Department of Learning and Leadership. Dominic is a Fellow of the Academy of Social Sciences (FAoSS), an elected member of the British Educational Research Association (BERA) Council, and a fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA). The main focus of Dominic’s research is curriculum and pedagogy. Key areas of work are the teaching of writing, reading and creativity. Dominic has extensive experience of funded research projects which he has disseminated in numerous peer-reviewed research journal articles and books. These include major international research volumes for which he is the lead editor (e.g. The SAGE Handbook of Curriculum, Pedagogy and Assessment), and bestselling books for students, teachers and educators (e.g. Teaching English, Language and Literacy - 3rd Edition). His most recent book is A Guide to Early Years and Primary Teaching (published by SAGE). He has been an editor, and on the editorial board, of internationally recognised research journals. He is currently an editor of the Curriculum Journal, one of the journals of the British Educational Research Association (BERA).