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Originally published in 1982. This book charts the reading progress
of ten children through their first three years at school,
concentrating particularly on their problems and the ways they
coped with them. The author uses these case studies to analyse the
children's understanding, experience of behaviour associated with
literacy, and developing knowledge of spelling in the early stages
of learning to read. Her analysis of the children's difficulties
and successes, against the background of their home experience,
classroom activities and teachers' methods, calls in question any
simplistic generalisations about the ways that background and
teaching method can affect reading progress.
Originally published in 1982. This book charts the reading progress
of ten children through their first three years at school,
concentrating particularly on their problems and the ways they
coped with them. The author uses these case studies to analyse the
children's understanding, experience of behaviour associated with
literacy, and developing knowledge of spelling in the early stages
of learning to read. Her analysis of the children's difficulties
and successes, against the background of their home experience,
classroom activities and teachers' methods, calls in question any
simplistic generalisations about the ways that background and
teaching method can affect reading progress.
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