Closing the gap between research and practice :foundations for the acquisition of literacy
- 作者: De Lemos, Marion M.
- 其他作者: Australian Council for Educational Research.
- 出版: Camberwell, Victoria, Australia : ACER 2002.
- 稽核項: 1 online resource (41 pages).
- 標題: LANGUAGE ARTS & DISCIPLINES , Literacy. , Education, Special Topics. , Social Sciences. , LANGUAGE ARTS & DISCIPLINES Literacy. , English language , English language Study and teaching (Primary) , English language Study and teaching (Primary) -- Australia. , Education. , Study and teaching (Primary) , Electronic books. , Australia.
- ISBN: 0864315848 , 9780864315847
- 試查全文@TNUA:
- 附註: Includes bibliographical references (pages 37-41). Introduction -- Definition of literacy -- A model of reading and writing -- Learning to read: the self-teaching hypothesis -- Focus of the review -- The Australian context -- Focus of Australian research into language and literacy -- The international context -- Current approaches to the teaching reading in Australia -- Australian research on effects of phonics versus whole language instruction -- Relevance of research findings for teaching practice -- The way forward.
- 摘要: For some decades, world-wide, there have been national initiatives toimprove literacy rates and standards. During the same period, concentrated research studies have been undertaken to find out howbest to achieve the desired improvements. Two main thrusts inteaching and learning how to read and write have emerged, often incontroversy. One is generally known as the 'whole language'approach and the other concentrates more on instruction in phonics. What works? This paper focuses on the theoretical assumptionsunderlying these two approaches to the teaching of literacy, and thestudies which have bee.
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- 系統號: 005307963
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Over the years two main approaches have emerged in the teaching and learning of reading and writing. One is the 'whole language' approach; the other concentrates more on instruction in phonics. This paper focuses on the theoretical assumptions underlying these two approaches to the teaching of literacy, and the studies which have been undertaken, in the international arena, to find out how children progress, from their earliest educational years, in attaining both initial reading skills and lifelong literacy. [Author abstract, ed].
來源: Google Book
來源: Google Book
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