Items related to Learning to read (Inaugural Professorial Lecture)
An Inaugural Professorial Lecture
‘How do children come to be able to look at any word, whether it is presented in a context or by itself, and read it aloud and understand what it means?’ This is the question that has driven much of Morag Stuart’s work in the psychology of reading for the past 20 years. In her inaugural professorial lecture she refines this question, asking, ‘what are the processes that children have to develop in order to become skilled readers, and what do we know about their development?’ A skilled reader is able to read and understand the words on the page (word recognition processes), and is also able to make sense of the text (language comprehension processes). In her lecture Professor Stuart develops a model of the development of these processes within the context of research into children’s development as readers. She describes how children develop print-to-sound translation strategies and sight vocabulary, eventually achieving a self-sustaining set of processes for recognising, understanding and pronouncing printed words. This is clearly only the beginning of the story of what’s involved in reading, however. As children’s language continues to develop, so they can understand more complex and difficult texts. And, as their understanding of the world and the people and objects in it also develops, they are able to engage in ‘real’ reading.
‘How do children come to be able to look at any word, whether it is presented in a context or by itself, and read it aloud and understand what it means?’ This is the question that has driven much of Morag Stuart’s work in the psychology of reading for the past 20 years. In her inaugural professorial lecture she refines this question, asking, ‘what are the processes that children have to develop in order to become skilled readers, and what do we know about their development?’ A skilled reader is able to read and understand the words on the page (word recognition processes), and is also able to make sense of the text (language comprehension processes). In her lecture Professor Stuart develops a model of the development of these processes within the context of research into children’s development as readers. She describes how children develop print-to-sound translation strategies and sight vocabulary, eventually achieving a self-sustaining set of processes for recognising, understanding and pronouncing printed words. This is clearly only the beginning of the story of what’s involved in reading, however. As children’s language continues to develop, so they can understand more complex and difficult texts. And, as their understanding of the world and the people and objects in it also develops, they are able to engage in ‘real’ reading.
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Review:
"This is a well–judged, well–balanced and timely book. It takes a serious, down–to–earth look at reading and writing as psychological processes. These processes are demonstrable over and above any fads and fashions in teaching. Rather, they can inform teaching practice, and this really is the central concern of this book... Of course, there is always a gap between laboratory and classroom, but this book will act as an enthusiastic and well–informed go–betwee." Uta Frith, MRC Cognitive Development Unit, London
From the Back Cover:
"A Worthwhile addition to an overcrowded field...the contributors do have something to add to the canon. It is clearly written and will be immediately comprehensible to tachers and students." Denis Vincent, University of East London, and co–editor of the Journal of Research in Reading
Learning to Read: Psychology in the Classroom is an informative and stimulating book for all those involved in the study of reading and the teaching of reading skills. This lively book links the study of cognitive processes involved in reading with the reading skills acquired by the learning child, and with the practical need of teachers. Throughout, the importance of applying a scientific approach to the study and teaching of reading is emphasized.
Early chapters appraise current educational practices in the teaching of reading and relate these to our present understanding of what it is that children learn when they begin to read. As a central theme, the normal pattern of reading development is compared with disturbed reading development. Later chapters discuss methods of assessing reading ability in individual children out in the classroom with gourps of poor readers. Finally, the book addresses the problems of children who may master the mechanics of reading but fail to understand what they read.
The chapters are written in a readable style by internationally known academic researchers, and the editors have provided introductory and linking pieces for each chapter.
"About this title" may belong to another edition of this title.
- PublisherInstitute of Education
- Publication date2006
- ISBN 10 0854737278
- ISBN 13 9780854737277
- BindingPaperback
- Number of pages25
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