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https://hdl.handle.net/1959.11/795
Title: | Theories of Learning to Read | Contributor(s): | Byrne, BJ (author) | Publication Date: | 2005 | Handle Link: | https://hdl.handle.net/1959.11/795 | Abstract: | My aim in this chapter is to outline an agenda for theories of learning to read rather than to present one of my own or review existing ones. I hope to do so in a way that identifies empirical questions on which data are sparse and that also makes clear how to identify the necessary components in an optimal instruction program. Something of a case study will be made of a particular aspect of learning to read: how children take their first steps in mastering decoding. This question furnishes a useful ground for most of the conceptual and methodological points I wish to make. In addition, the level of success that children have very early in reading development continues to characterize their later progress (Bryne, Fielding-Barnsley, & Ashley, 2000; Juel, 1988). First steps matter, apparently. Before turning to the main subject matter of the chapter, there are two background issues I wish to discuss: the prospect of a broadly applicable theory of learning and the matter of motivation. | Publication Type: | Book Chapter | Source of Publication: | The Science of Reading: A Handbook, p. 104-119 | Publisher: | Blackwell Publishing Ltd | Place of Publication: | Oxford, United Kingdom | ISBN: | 1405114886 | Fields of Research (FoR) 2008: | 170103 Educational Psychology | HERDC Category Description: | B1 Chapter in a Scholarly Book | Publisher/associated links: | http://www.blackwellreference.com/public/book?id=g9781405114882_9781405114882 http://books.google.com.au/books?id=qV7s-Oyx13oC&printsec=frontcover#PPA104,M1 |
Series Name: | Handbooks of Developmental Psychology | Editor: | Editor(s): Snowling, Margaret J. & Hulme, Charles |
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Appears in Collections: | Book Chapter |
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