Learning to read and the teaching of reading have long been
surrounded with controversy. Originally published in 1969, this
book takes the view that the subject is best approached via
linguistic theory. The relationship between reading and spoken
language is clearly brought out in the author's attempt to define
more closely the area in which the teacher has to operate when
teaching children to read. His analysis of reading problems in
children up to the age of 11 will encourage experienced teachers to
question constructively their own beliefs and practices, while the
book as a whole provides a valuable introduction to the psychology
of reading for the student of education.
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