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Word Recognition in Beginning Literacy

Word Recognition in Beginning Literacy Hard cover - 1998

by Jamie L. Metsala

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  • Hardcover

Description

Hard Cover. New. New Book; Fast Shipping from UK; Not signed; Not First Edition; This volume brings together reading and literacy experts from education and psychology in an examination of issues impacting early reading success and failure. For students and researchers in literacy and educators alike.
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Details

  • Title Word Recognition in Beginning Literacy
  • Author Jamie L. Metsala
  • Binding Hard Cover
  • Condition New
  • Pages 414
  • Volumes 1
  • Language ENG
  • Publisher Routledge
  • Date 1998-04-01
  • Features Bibliography, Index
  • Bookseller's Inventory # ria9780805828986_pod
  • ISBN 9780805828986 / 0805828982
  • Weight 1.59 lbs (0.72 kg)
  • Dimensions 9 x 6 x 0.94 in (22.86 x 15.24 x 2.39 cm)
  • Reading level 1370
  • Library of Congress subjects Word recognition
  • Library of Congress Catalog Number 97040338
  • Dewey Decimal Code 372.462

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From the publisher

This edited volume grew out of a conference that brought together beginning reading experts from the fields of education and the psychology of reading and reading disabilities so that they could present and discuss their research findings and theories about how children learn to read words, instructional contexts that facilitate this learning, background experiences prior to formal schooling that contribute, and sources of difficulty in disabled readers. The chapters bring a variety of perspectives to bear on a single cluster of problems involving the acquisition of word reading ability. It is the editors' keen hope that the insights and findings of the research reported here will influence and become incorporated into the development of practicable, classroom-based instructional programs that succeed in improving children's ability to become skilled readers. Furthermore, they hope that these insights and findings will become incorporated into the working knowledge that teachers apply when they teach their students to read, and into further research on reading acquisition.