Interdisciplinary perspectives on learning to read: culture, cognition and pedagogy

Kathy Hall (Editor), Usha Goswami (Editor), Colin Harrison (Editor), Sue Ellis (Editor), Janet Soler (Editor)

Research output: Book/ReportBook

4 Citations (Scopus)

Abstract

Interdisciplinary Perspectives on Learning to Read brings together different disciplinary perspectives and studies on reading for all those who seek to extend and enrich the current practice, research and policy debates. The breadth of knowledge that underpins pedagogy is a central theme and the book will help educators, policymakers and researchers understand the full range of research perspectives that must inform decisions about the development of reading in schools. The book offers invaluable insights into learners who do not achieve their full potential. The chapters have been written by key figures in education, psychology, sociology and neuroscience, and promote discussion of comprehension, gender and literacy attainment, phonics and decoding, digital literacy at home and school, bilingual learners and reading, dyslexia and special educational needs, evidence based literacy and visual texts.
Original languageEnglish
Publication statusPublished - 16 Apr 2010

Keywords

  • reading
  • phonics
  • language
  • bilingual learning
  • special educational needs

Cite this

Hall, K., Goswami, U., Harrison, C., Ellis, S., & Soler, J. (Eds.) (2010). Interdisciplinary perspectives on learning to read: culture, cognition and pedagogy.