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Learning to be Literate (Paperback)

by Alison F. Garton (Author), Chris Pratt (Author) "This book is concerned with the learning of literacy in children up to around the age of 8 years ..." (more)
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Learning to be Literate + Language and Literacy in the Early Years + Developing Language and Literacy with Young Children (Zero to Eight) (Zero to Eight Series)
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Product details

  • Paperback: 320 pages
  • Publisher: WileyBlackwell; 2nd Edition edition (20 April 1998)
  • Language English
  • ISBN-10: 0631193170
  • ISBN-13: 978-0631193173
  • Product Dimensions: 22.7 x 15.1 x 2.4 cm
  • Average Customer Review: 5.0 out of 5 stars  See all reviews (1 customer review)
  • Amazon.co.uk Sales Rank: 463,538 in Books (See Bestsellers in Books)

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Product Description

Product Description

The second edition of this successful book describes and explains the development of children′s spoken and written language. Drawing on both classical and recent research studies, the processes whereby literacy is achieved during the period from infancy to about 8 years of age are traced. The authors emphasize the importance of early experiences with language in relation to later developments of literacy, highlighting the connections between learning to talk and learning to read and write.

Garton and Pratt argue that the social contexts within which talking, reading and writing are learned are essential for the development of literacy. Theoretical positions and research studies that support the argument are discussed, to provide a broad contextual framework. Early chapters describe the processes of spoken language development and the theoretical explanations put forward to account for them. Subsequent chapters discuss the development of reading and writing, as well as theoretical connections between spoken and written language development.


From the Back Cover

The second edition of this successful book describes and explains the development of children′s spoken and written language. Drawing on both classical and recent research studies, the processes whereby literacy is achieved during the period from infancy to about 8 years of age are traced. The authors emphasize the importance of early experiences with language in relation to later developments of literacy, highlighting the connections between learning to talk and learning to read and write.

Garton and Pratt argue that the social contexts within which talking, reading and writing are learned are essential for the development of literacy. Theoretical positions and research studies that support the argument are discussed, to provide a broad contextual framework. Early chapters describe the processes of spoken language development and the theoretical explanations put forward to account for them. Subsequent chapters discuss the development of reading and writing, as well as theoretical connections between spoken and written language development.

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This book is concerned with the learning of literacy in children up to around the age of 8 years. Read the first page
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1 of 1 people found the following review helpful:
5.0 out of 5 stars The book that fills the gaps..., 30 Sep 2005
As more and more A-Level and undergraduate courses require students to know about the development of children's reading and writing skills, this book has gained an invaluable role. Whereas other books cover children's speech development alone, this book fills a much needed gap in the market for books that cover reading and writing development too.

The book is easy to read and filled with modern research instead of relying upon outdated and out-of-favour research data. The authors adopt an approach which favours the importance of Input theory (developed by Bruner), but places development in the context of Chomsky, Skinner, Piaget and other more 'traditional' theoretical approaches.

This is the book that I recommend as invaluable to all my students.

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