Learning From Children Who Read at an Early Age
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Children's Book Club
Children’s Book Club
classroom literacy interventions
cognitive development in children
Dual Route Model
early literacy development
educational psychology research
effect
emergent reading processes
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Fluent Readers
Free Writing Task
higher
Higher Order Reading Skills
Homographie Heterophones
literacy assessment strategies
matthew
Neighbourhood Size Effect
order
Part-time Shop Assistant
Past Tenses
Phoneme Grapheme Correspondences
phonological
Phonological Sensitivity
reading
Regular Past Tenses
sensitivity
skills
Spelling Age
spontaneous reading acquisition studies
Sublexical Route
teacher
UK Version
Verbal IQ
Vocal Baby
Watched Sesame Street
Wrote Shopping Lists
Y1 Class
Y2 Teacher
Young Fluent Readers
Product details
- ISBN 9780415174954
- Weight: 272g
- Dimensions: 152 x 229mm
- Publication Date: 24 Jun 1999
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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Learning From Children Who Read at an Early Age is the result of a three-year research project in which the authors studied a group of children who learnt to read without being taught, from before they started school until the end of Year 2 when they were given their first National Curriculum assessments.
Using this study as a framework for examining how children make progress over their time in Key Stage 1 across a range of literacy skills, the authors suggest guidelines which teachers can use to help all children progress with reading.
Rhona Stainthorp is at the Child Development and Learning Group at the Institute of Education.,
Diana Hughes is in the Psychology Department at Royal Holloway College.
