There are several aspects of this book that will make it a
stimulating and useful read for many teachers: the exposition of
psychological research that demonstrates many of the processes
underlying word reading and text comprehension; the focus on
reading for meaning and reading behaviours; the inclusion of case
studies, which demonstrate Colin Harrison's philosophy in practice'
- "Journal of Research in Reading
"
It is a great text for literacy researchers, for education
students in masters programmes, and for teachers wanting a more
advanced knowledge and understanding of reading processes and what
it means to develop reading comprehension. Colin Harrison provides
strongly stated opinion that is well-grounded in an understanding
of the literature and linked to political, educational and social
contexts. A scholarly work in the truest sense He is able to
discuss and yet not get caught up in debates surrounding children's
reading development, and he is not afraid to articulate his
position based on the best evidence and experience'- "Childforum,
New Zealand
"
Colin Harrison's knowledge of the research on reading processes
and comprehension is encyclopaedic.... Compared to word-level
factors, especially phonics, comprehension has been the poor
relation in both research and teaching, so this book is just what
is needed to redress the balance.... This is essential reading for
all those committed to improving literacy attainment at all levels'
- "Professor Greg Brooks, University of Sheffield
"
This book focuses on how to understand reading processes and
what it means to develop reading comprehension. With a wide-ranging
theoretical basis, the author makes new connections between work in
critical theory, cognitive psychology and literacy.
Key features include:
} how and why we read
} evaluating response to reading
} a whole-school approach to developing reading.
This book is highly recommended to teachers, literacy
coordinators and students and lecturers of masters and doctoral
programmes with a reading or literacy focus.
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