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Titlebook: Encyclopedia of Language and Education; Literacy Viv Edwards,David Corson Book 1997 Springer Science+Business Media Dordrecht 1997 computer

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书目名称Encyclopedia of Language and Education
副标题Literacy
编辑Viv Edwards,David Corson
视频video
概述Drawing on some 25 state-of-the-art reviews of current concerns in the study of literacy.The first attempt to overview an area which has emerged as a coherent and exciting field of study in the last t
丛书名称Encyclopedia of Language and Education
图书封面Titlebook: Encyclopedia of Language and Education; Literacy Viv Edwards,David Corson Book 1997 Springer Science+Business Media Dordrecht 1997 computer
描述.Literacy. is the second volume of the .Encyclopedia of Language and Education., the first attempt to overview an area which has emerged as a coherent and exciting field of study in the last two decades. While forming part of a series of eight volumes, .Literacy. also stands on its own, drawing on some 25 state-of-the-art reviews of current concerns in the study of literacy prepared by leading writers and researchers. ..The book is organised in four main sections: Reading, Writing, The Social Context of Literacy and Literacy Teaching in Selected Regions. The approach is multidisciplinary, drawing on insights from fields as diverse as anthropology and computer science, sociolinguistics and psychology. The international flavour of the volume is reflected not only in the choice of contributors from eleven different countries but also in the emphasis throughout on the impact of globalization on our understanding of literacy..
出版日期Book 1997
关键词computer science; encyclopedia of language and education; language; linguistics; literacy; reading proces
版次1
doihttps://doi.org/10.1007/978-94-011-4540-4
isbn_softcover978-0-7923-4929-7
isbn_ebook978-94-011-4540-4
copyrightSpringer Science+Business Media Dordrecht 1997
The information of publication is updating

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Informationsquellen und Arbeitsmethoden,al awareness are two types of metalinguistic ability, where metalinguistic ability (or awareness) is defined as the ability to reflect on and manipulate the structural features of spoken language (i.e., phonemes, words, structural representations of sentences, and sets of interrelated propositions).
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R.-D. Reumann,P. Hempel,J. Haasewine, of course, with skill levels — someone who is barely literate is obviously unlikely to become a voracious reader — but reading . are not always predictable from ability. This, in some sense, is the heart of the matter, especially in societies where basic literacy levels are high: how can we de
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The Teaching of Readinghing normal progress children during the initial years of primary schooling. The influences of the family and society are considered elsewhere in this volume, as also are children’s reading difficulties.
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Reading in Multilingual Classroomsntario were offering 4,364 classes in 58 different languages to over 90,000 students. By the late 1980s, close to 200 different languages were spoken in the schools of London, UK (MRC, 1995). Meanwhile in Australia, (.) document some fifty eight different community or heritage languages.
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