Originally published in 1986, this book considers both universal and culturally constrained aspects of the process of learning to read, with the first four chapters exemplifying cognitive universal approaches to reading, and the last four highlighting cultural constraints.
Originally published in 1986, this book considers both universal and culturally constrained aspects of the process of learning to read, with the first four chapters exemplifying cognitive universal approaches to reading, and the last four highlighting cultural constraints.
Introduction Foorman. 1. Cognitive and Linguistic Components of Reading Ability Perfetti. 2. Some Reflections of Verbal Efficiency Theory Ghatala. 3. Phonological Skills and Learning to Read and Write Bryant. 4. Phonological Skills and Learning to Read and Write: Reactions and Implications Rosner. 5. How do Japanese Children Learn to Read?: Orthographic and Eco-Cultural Variables Hatano. 6. Non-Alphabetic Codes in Learning to Read: The Case of the Japanese Foorman. 7. Beginning Reading in Chinese and English Lee Stigler Stevenson. 8. The Reading Achievement Game: Cognitive Universals and Cultural Restraints Siegel.
Introduction Foorman. 1. Cognitive and Linguistic Components of Reading Ability Perfetti. 2. Some Reflections of Verbal Efficiency Theory Ghatala. 3. Phonological Skills and Learning to Read and Write Bryant. 4. Phonological Skills and Learning to Read and Write: Reactions and Implications Rosner. 5. How do Japanese Children Learn to Read?: Orthographic and Eco-Cultural Variables Hatano. 6. Non-Alphabetic Codes in Learning to Read: The Case of the Japanese Foorman. 7. Beginning Reading in Chinese and English Lee Stigler Stevenson. 8. The Reading Achievement Game: Cognitive Universals and Cultural Restraints Siegel.
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