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https://hdl.handle.net/1959.11/3624
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DC Field | Value | Language |
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dc.contributor.author | Feez, Susan | en |
dc.date.accessioned | 2009-12-04T10:29:00Z | - |
dc.date.issued | 2009 | - |
dc.identifier.citation | Communications: Journal of the Association Montessori Internationale (1), p. 21-32 | en |
dc.identifier.issn | 1877-539X | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/3624 | - |
dc.description.abstract | In the last decade, throughout the English-speaking world at least, researchers have been arguing that literacy education, at its best, emphasizes both code and meaning (for example, Freebody 2007; Schleppegrell 2004) as well as skills development and social practice (Purcell-Gates, Jacobsen and Degener 2004). These arguments deliberately turn away from the unproductive late twentieth century debate that made much of the apparent opposition between literacy teaching that emphasized phonics (skills related to the code) and literacy teaching that emphasized whole language (meaningful language use).Similarly, over recent years in the English-speaking world, there has been growing interest in the value of teaching children knowledge about language, in particular, grammatical knowledge, as a means of enhancing literacy development (Christie 2005, Williams 2.005). This renewed interest follows several decades during which teaching children explicit knowledge about language, and about grammar in particular, fell out of favour, largely as a reaction to the grammar taught to earlier generations, grammar that emphasized correctness at the Expense of meaning. | en |
dc.language | en | en |
dc.publisher | Association Montessori Internationale | en |
dc.relation.ispartof | Communications: Journal of the Association Montessori Internationale | en |
dc.title | Learning to Read through Grammar | en |
dc.type | Journal Article | en |
dc.subject.keywords | Early Childhood Education (excl Maori) | en |
dc.subject.keywords | English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL) | en |
local.contributor.firstname | Susan | en |
local.subject.for2008 | 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL) | en |
local.subject.for2008 | 130102 Early Childhood Education (excl Maori) | en |
local.subject.seo2008 | 930201 Pedagogy | en |
local.subject.seo2008 | 930302 Syllabus and Curriculum Development | en |
local.subject.seo2008 | 939902 Education and Training Theory and Methodology | en |
local.profile.school | School of Education | en |
local.profile.email | sfeez@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20090824-09381 | en |
local.publisher.place | Netherlands | en |
local.format.startpage | 21 | en |
local.format.endpage | 32 | en |
local.peerreviewed | Yes | en |
local.identifier.issue | 1 | en |
local.contributor.lastname | Feez | en |
dc.identifier.staff | une-id:sfeez | en |
local.profile.orcid | 0000-0003-0977-2640 | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:3714 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Learning to Read through Grammar | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.relation.url | http://www.montessori-ami.org/montessori_education.htm | en |
local.search.author | Feez, Susan | en |
local.uneassociation | Unknown | en |
local.year.published | 2009 | en |
Appears in Collections: | Journal Article School of Education |
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