Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy by Kathy HallInterdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy by Kathy Hall

Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy

EditorKathy Hall, Usha Goswami, Colin Harrison

Paperback | April 14, 2010

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Interdisciplinary Perspectives on Learning to Readbrings together different disciplinary perspectives and studies on reading for all those who seek to extend and enrich the current practice, research and policy debates. The breadth of knowledge that underpins pedagogy is a central theme and the book will help educators, policy-makers and researchers understand the full range of research perspectives that must inform decisions about the development of reading in schools. The book offers invaluable insights into learners who do not achieve their full potential. The chapters have been written by key figures in education, psychology, sociology and neuroscience, and promote discussion of:

  • comprehension
  • gender and literacy attainment
  • phonics and decoding
  • digital literacy at home and school
  • bilingual learners and reading
  • dyslexia and special educational needs
  • evidence based literacy
  • visual texts.

This book encompasses a comprehensive range of conceptual perspectives on reading pedagogy and offers a wealth of new insights to support innovative research directions.

Kathy Hallis Professor of Education and Head of the School of Education at University College Cork.Usha Goswamiis Professor of Education at the University of Cambridge and a Fellow of St John's College, Cambridge.Colin Harrisonhas a personal chair in Literacy Studies in Education at the University of Nottingham.Sue Ellisis Reader in Li...
Title:Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and PedagogyFormat:PaperbackDimensions:272 pages, 9.21 × 6.14 × 0.68 inPublished:April 14, 2010Publisher:Taylor and FrancisLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0415561248

ISBN - 13:9780415561242

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Table of Contents

Acknowledgements Notes on Contributors 1. Significant lines of research in reading pedagogyKathy HallPart I: Families, Communities and Schools2.The Ghosts of Reading Past, Present and Future: the Materiality of Reading in Homes and SchoolsJackie Marsh  3.Reading PlacesBarbara Comber 4. Young Bilingual Learners: a socio-cultural perspectiveRose Drury Part II: Comprehension  5. Comprehension as a Social Act: Texts, Contexts and ReadersVivienne Smith  6. Reading for Meaning: the Skills that Support Reading Comprehension and its Development Kate Cain  7. New Literacies in The Elementary Classroom: the Instructional Dynamics Of Visual-TextsDawnene D Hassett Part III: Beginning to Read Print  8. Phonology, Reading and Reading DifficultiesUsha Goswami  9. English is a Difficult Writing System for Children to Learn: Evidence from Children Learning to Read in WalesJ. Richard Hanley  10. Contextualised Phonics TeachingDominic Wyse Part IV: Challenging Research, Policies and Pedagogies  11. What it Takes in Early Schooling to have Adolescents who are Skilled and Eager Readers and WritersWilliam H. Teale, Kathleen A. Paciga and Jessica L. Hoffman 12. Classroom Interaction and Reading Pedagogy in the Early Years of SchoolHenrietta Dombey  13. Dyslexia Lessons: The Politics of Dyslexia and Reading ProblemsJanet Soler 14. The Use of Evidence in Language and Literacy TeachingSue Ellis 15. Why do Policy Makers'find the 'Simple View of Reading''so Attractive, and Why do I Find it so Morally Repugnant?Colin Harrison 16. Policy and Pedagogy: Proficiency and Choice in the Literacy ClassroomGemma Moss Part V: Teacher Education  17. The Practical and Political Dimensions of Teacher Knowledge: Implications for Reading Teacher Preparation and Research on TeachingJames V. Hoffman & Melissa Mosley