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This book brings together the work of established scholars from
around the world to celebrate and honor the many ways in which
Steve Graham has contributed to the advancement of teaching and
researching writing. Focusing on writing development and writing
instruction in different contexts of education, the original
contributions in this book critically engage with theoretical and
empirical issues raised in Steve Graham’s influential body of
work and significantly extend our understandings of the importance
of writing in developing learners’ literacy and the roles of
writing in teaching and learning processes. This book is organized
around themes central to Steve Graham's work, including theories
and models of writing, effective instructional methods in teaching
writing, surveys on teaching and learning writing, and systematic
review studies on writing. Â In addition to regular chapters,
the book also features personal and scholarly reflections revealing
the powerful ways in which Steve Graham’s work has influenced our
thinking in the field of writing research and continues to open up
new avenues for future research endeavors. Â
This book shows that reading-writing is a two-way street that is
burgeoning with research activity. It provides a comprehensive and
updated view on reading-writing connections by drawing on extant
research and findings. It puts forward a new conception of
literacy, one that establishes reading and writing connections as
the primeval ground for building literacy science. It shows how an
integrative view of literacy can have deep and lasting effects on
conceptualizing literacy development in several orthographies and
on improving literacy instruction and remediation worldwide. The
book examines in detail such issues as modeling approaches to
reading-writing relations, literacy development, reading and
spelling across orthographies and integrative approaches to
literacy instruction and remediation.
This book shows that reading-writing is a two-way street that is
burgeoning with research activity. It provides a comprehensive and
updated view on reading-writing connections by drawing on extant
research and findings. It puts forward a new conception of
literacy, one that establishes reading and writing connections as
the primeval ground for building literacy science. It shows how an
integrative view of literacy can have deep and lasting effects on
conceptualizing literacy development in several orthographies and
on improving literacy instruction and remediation worldwide. The
book examines in detail such issues as modeling approaches to
reading-writing relations, literacy development, reading and
spelling across orthographies and integrative approaches to
literacy instruction and remediation.
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