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Acquisition of Reading Skills (1986) - Cultural Constraints and Cognitive Universals (Paperback): Barbara R. Foorman, Alexander... Acquisition of Reading Skills (1986) - Cultural Constraints and Cognitive Universals (Paperback)
Barbara R. Foorman, Alexander W. Siegel
R1,015 Discovery Miles 10 150 Ships in 12 - 17 working days

Originally published in 1986. In literate societies around the world, children begin instruction in reading somewhere between the ages of five and seven years. On one level their tasks are very similar - learn the sound-symbol relationship of their languages and apply their linguistic and cognitive skills to gain meaning from print. On another level their tasks seem to vary - orthographies and sound-symbol relationships differ, and cultures' attitude towards reading and children's motivation to achieve range widely. This book considers both universal and culturally constrained aspects of the process of learning to read, with the first four chapters exemplifying cognitive universal approaches to reading, and the last four highlighting cultural constraints. It will be of use to researchers and students, as well as teachers requiring an insight into how reading skills are acquired.

Context and Development (Paperback): Robert Cohen, Alexander W. Siegel Context and Development (Paperback)
Robert Cohen, Alexander W. Siegel
R1,476 Discovery Miles 14 760 Ships in 12 - 17 working days

The purpose of this book is to explore meaningful integrations of developmental processes and functioning with conceptualizations of "context" -- a term traditionally denoting physical settings, social arenas, or perceptual or social backdrops in relation to a focal point. However, the study of context has taken a considerably more unique and vibrant form in recent years -- the term is becoming more than a substitute for background independent variables. Rather, the contributions of context to behavior, thought, feelings -- and vice versa -- are becoming central issues in many research domains. This text is a collection of empirical and theoretical accounts for understanding context; its focus is on integrating the study of context with the science of developmental psychology. Although the authors work in many different areas of the field, and with different populations, they all converge on a central methodological/conceptual theme of contextualism, which is presented as the dynamic integration of intraindividual factors with environmental and social/environmental factors.

Acquisition of Reading Skills (1986) - Cultural Constraints and Cognitive Universals (Hardcover): Barbara R. Foorman, Alexander... Acquisition of Reading Skills (1986) - Cultural Constraints and Cognitive Universals (Hardcover)
Barbara R. Foorman, Alexander W. Siegel
R3,112 Discovery Miles 31 120 Ships in 12 - 17 working days

Originally published in 1986. In literate societies around the world, children begin instruction in reading somewhere between the ages of five and seven years. On one level their tasks are very similar - learn the sound-symbol relationship of their languages and apply their linguistic and cognitive skills to gain meaning from print. On another level their tasks seem to vary - orthographies and sound-symbol relationships differ, and cultures' attitude towards reading and children's motivation to achieve range widely. This book considers both universal and culturally constrained aspects of the process of learning to read, with the first four chapters exemplifying cognitive universal approaches to reading, and the last four highlighting cultural constraints. It will be of use to researchers and students, as well as teachers requiring an insight into how reading skills are acquired.

Context and Development (Hardcover): Robert Cohen, Alexander W. Siegel Context and Development (Hardcover)
Robert Cohen, Alexander W. Siegel
R3,697 Discovery Miles 36 970 Ships in 12 - 17 working days

The purpose of this book is to explore meaningful integrations of developmental processes and functioning with conceptualizations of "context" -- a term traditionally denoting physical settings, social arenas, or perceptual or social backdrops in relation to a focal point. However, the study of context has taken a considerably more unique and vibrant form in recent years -- the term is becoming more than a substitute for background independent variables. Rather, the contributions of context to behavior, thought, feelings -- and vice versa -- are becoming central issues in many research domains.
This text is a collection of empirical and theoretical accounts for understanding context; its focus is on integrating the study of context with the science of developmental psychology. Although the authors work in many different areas of the field, and with different populations, they all converge on a central methodological/conceptual theme of contextualism, which is presented as the dynamic integration of intraindividual factors with environmental and social/environmental factors.

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