Produktdetaljer
ISBN
9780415180658
Publisert
1999-09-23
Utgiver
Taylor & Francis Ltd; Routledge
Vekt
630 gr
Høyde
234 mm
Bredde
156 mm
Aldersnivå
U, 05
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
256
Forfatter
Om bidragsyterne
Gunther Kress is Professor of English/Education at the Institute of Education, University of London. His previous publications include Learning to Write and Before Writing, both published by Routledge.<p><strong>'This book provides an absorbing read for educators who interest themselves in the nature of pupils' writing, particularly the effect of teachers' "reading" of their work. This book then is essential reading for all concerned with the development of children's learning through interaction with their emergent literacies ...'</strong> - <em>Elaine Millard, Journal of Early Childhood Literacy</em></p>
In his latest book, Gunther Kress explores how children learn to spell in the context of current concerns about early literacy. Using numerous examples of children's writing and drawing, Kress looks at children as 'makers of meaning' and explores their earliest ventures into writing.
Kress covers problems such as dyslexia within today's educational system. Technological aids on spelling and writing such as spell-checkers and the effects of the increasing visualization of communication (computer, TV, film) are also discussed.
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In his latest book, Gunther Kress explores how children learn to spell in the context of current concerns about early literacy, examining the effects of technological and cultural changes in society.
Introduction 1 Why, and why now? 2 A framework for thinking about the issues 3 The many meanings of spelling 4 What do children try to spell? 5 The look of spelling 6 The sound of spelling
Produktdetaljer
ISBN
9780415180658
Publisert
1999-09-23
Utgiver
Taylor & Francis Ltd; Routledge
Vekt
630 gr
Høyde
234 mm
Bredde
156 mm
Aldersnivå
U, 05
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
256
Forfatter