Interdisciplinary Perspectives on Learning to Read : Culture, Cognition and Pedagogy (Paperback)

Acknowledgements Notes on Contributors 1. Significant lines of research in reading pedagogy Kathy Hall Part I: Families, Communities and Schools 2. The Ghosts of Reading Past, Present and Future: the Materiality of Reading in Homes and Schools Jackie Marsh  3. Reading Places Barbara Comber  4. Young Bilingual Learners: a socio-cultural perspective Rose Drury  Part II: Comprehension  5. Comprehension as a Social Act: Texts, Contexts and Readers Vivienne Smith  6. Reading for Meaning: the Skills that Support Reading Comprehension and its Development Kate Cain  7. New Literacies in The Elementary Classroom: the Instructional Dynamics Of Visual-Texts Dawnene D Hassett  Part III: Beginning to Read Print  8. Phonology, Reading and Reading Difficulties Usha Goswami  9. English is a Difficult Writing System for Children to Learn: Evidence from Children Learning to Read in Wales J. Richard Hanley  10. Contextualised Phonics Teaching Dominic Wyse  Part IV: Challenging Research, Policies and Pedagogies  11. What it Takes in Early Schooling to have Adolescents who are Skilled and Eager Readers and Writers William H. Teale, Kathleen A. Paciga and Jessica L. Hoffman  12. Classroom Interaction and Reading Pedagogy in the Early Years of School Henrietta Dombey  13. Dyslexia Lessons: The Politics of Dyslexia and Reading Problems Janet Soler  14. The Use of Evidence in Language and Literacy Teaching Sue Ellis  15. Why do Policy Makers　find the 'Simple View of Reading'　so Attractive, and Why do I Find it so Morally Repugnant? Colin Harrison  16. Policy and Pedagogy: Proficiency and Choice in the Literacy Classroom Gemma Moss  Part V: Teacher Education  17. The Practical and Political Dimensions of Teacher Knowledge: Implications for Reading Teacher Preparation and Research on Teaching James V. Hoffman & Melissa Mosley