| Document Type
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BL
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| Record Number
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962534
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| Doc. No
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b716904
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| Title & Author
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Understanding phonics and the teaching of reading : : critical perspectives /\ edited by Kathy Goouch and Andrew Lambirth.
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| Publication Statement
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Maidenhead, England ;New York :: McGraw Hill/Open University Press,, 2007.
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| Page. NO
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1 online resource (viii, 200 pages) :: illustrations
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| ISBN
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0335235131
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: 1281331171
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: 6611331174
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: 9780335235131
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: 9781281331175
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: 9786611331177
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0335222269
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0335222277
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9780335222261
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9780335222278
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9780335235131
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| Bibliographies/Indexes
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Includes bibliographical references and index.
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| Contents
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Introduction: sound and fury / Kathy Goouch and Andrew Lambirth -- What is early childhood for? / Tricia David -- Parents' voices: a conversation with parents of pre-school children / Kathy Goouch -- Understanding educational discourse: attending to multiple voices / Kathy Goouch -- The limits of science in the phonics debate / Patrick Shannon -- Teachers' voices: talking about children and learning to read / Andrew Lambirth -- To codify pedagogy or enrich learning? A Wengerian perspective on early literacy policy in England / Kathy Hall -- Social class and the struggle to learn to read: using Bernstein to understand the politics of the teaching of reading / Andrew Lambirth -- Learning to read across languages: the role of phonics and synthetic phonics / Usha Goswami -- Inquiry into meaning a conversation / Myra Barrs and Margaret Meek Spencer -- Revisiting reading for pleasure: diversity, delight and desire / Teresa Cremin.
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| Abstract
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Debates about the teaching of reading and particularly which phonics method teachers should use have been simmering for many years. This groundbreaking book offers critical perspectives on the teaching of reading and phonics, openly challenging contemporary policy in both England and the US. As well as providing refreshing insights into how children encounter texts in the increasingly complex world of literacy, the book celebrates the complexity, pleasure and passion that are the foundations of becoming a successful reader. Each chapter explores in-depth the processes involved as children engage in reading, from their interactions with texts in the very earliest stages through to the primary phase. Drawing on both research and theory, the book also shows how some contemporary understandings of reading are based on over simplistic and rationalised ideas about the reading process. A unique feature of this book is that it combines academic perspectives with the insights of parents and practitioners. The participation of those most closely involved with children complements the lively debate and contributions from researchers, providing a rich and inclusive range of ideas.
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| Subject
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Reading-- Phonetic method-- Government policy-- Great Britain.
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| Subject
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Reading-- Phonetic method.
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Aufsatzsammlung
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EDUCATION-- Language Experience Approach.
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EDUCATION-- Teaching Methods Materials-- Reading Phonics.
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| Subject
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Leseunterricht
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Reading-- Phonetic method.
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| Subject
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Grundschule.
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| Subject
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Great Britain.
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| Subject
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Großbritannien
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| Dewey Classification
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372.465
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| LC Classification
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LB1573.3.U53 2007eb
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| NLM classification
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5,3ssgn
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DP 4004rvk
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| Added Entry
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Lambirth, Andrew, (Teacher educator)
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| Parallel Title
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Phonics and the teaching of reading
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