Children Learning to Read: Emergent and developing reading
Children Learning to Read: Emergent and developing reading by Pamela Owen, published by Psychology Press in 1995, offers an insightful exploration into how children acquire reading skills. This first volume of a two-part series presents an international perspective, drawing on research studies and classroom experiences from over 18 countries. The book focuses on understanding the nature of children’s early reading development and its implications for classroom reading programs.
Readers will find a comprehensive examination of early reading development, emphasizing the importance of encouraging children’s reading and addressing assessment issues within educational contexts. The text delves into various methodologies and approaches, including the Language Experience Approach, and discusses the common concerns and controversies that arise in literacy education. With 212 pages of content, this edition serves as a valuable resource for educators and researchers interested in the fields of education, literacy, and reading skills.
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This is the first of a two-volume publication which provides an international perspective on how children learn to read. Research studies and classroom experiences from around the world are reported, highlighting implications for the design implementation and evaluation of classroom reading programmes. Contributions and evidence is drawn from over 18 countries and, despite the national differences, there are many common concerns and controversies. From these, three areas are identified: the first is developing an improved understanding of the nature of children’s early reading development; the second is the consideration of the ways in which children’s reading can be encouraged; and finally issues of assessment in the context of accountability are addressed. This volume deals with the first of these concerns.
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