Childrens Reading and Spelling: Beyond the First Steps

Children′s Reading and Spelling draws upon internationally renowned research to extend models of early literacy. While most psychologists have concentrated on the ways in which very young children begin to read and spell, here the focus shifts to how these skills are developed beyond the initial stages.
As children mature, their approach to reading and spelling alters radically, and evidence suggests these changes continue throughout their school career. Authors Terezinha Nunes and Peter Bryant theorize that children use both informal experiences as well as more formalized instruction to devise their own conditional spelling rules. Ideas are presented in an interesting and accessible way, and potential educational implications are thoroughly examined. This innovative research has much to offer professionals and parents alike.

Spis treści:
List of Figures.
List of Tables.
Preface and Acknowledgements.
1 Learning to Spell: What is the Problem.
2 From Letter–Sound to Grapheme–Phoneme Relationships: The Case of Consonant Digraphs.
3 Spelling Vowels: Digraphs and Split Digraphs.
4 How Children Learn and Can be Taught about Conditional Rules.
5 Morphemes and Spelling.
6 The Importance of Morphemes.
7 Teaching Children about Morphemes.
8 A Framework for Understanding how Children Learn to Read and Spell English Words.
References.
Index

Nota biograficzna:
Professor Terezinha Nunes, Department of Education, Child Development and Learning, University of Oxford.
Peter Bryant is a Senior Research Fellow at the Department of Education, University of Oxford and a Visiting Professor at Oxford Brookes University.

Okładka tylna:
Children′s Reading and Spelling draws upon internationally renowned research to extend models of early literacy. While most psychologists have concentrated on the ways in which very young children begin to read and spell, here the focus shifts to how these skills are developed beyond the initial stages.
As children mature, their approach to reading and spelling alters radically, and evidence suggests these changes continue throughout their school career. Authors Terezinha Nunes and Peter Bryant theorize that children use both informal experiences as well as more formalized instruction to devise their own conditional spelling rules. Ideas are presented in an interesting and accessible way, and potential educational implications are thoroughly examined. This innovative research has much to offer professionals and parents alike.