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Print Literacy Development Uniting Cognitive And Social Practice Theories (Paperback)

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Print Literacy Development Purcell-Gates, Victoria/ Jacobson, Erik/ Degener, Sophie 1 of 1
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Learn more about Print Literacy Development:

Format: Paperback
ISBN-10: 0674022548
ISBN-13: 9780674022546
Sku: 202632006
Publish Date: 4/10/2007
Dimensions:  (in Inches) 9H x 6L x 0.5T
Pages:  206
Age Range:  NA
See more in Literacy
 
Is literacy a social and cultural practice, or a set of cognitive skills to be learned and applied? Literacy researchers, who have differed sharply on this question, will welcome this book, which is the first to address the critical divide. The authors lucidly explain how we develop our abilities to read and write and offer a unified theory of literacy development that places cognitive development within a sociocultural context of literacy practices. Drawing on research that reveals connections between literacy as it is practiced outside of school and as it is taught in school, the authors argue that students learn to read and write through the knowledge and skills that they bring with them to the classroom as well as from the ways that literacy is practiced in their own different social communities.

The authors argue that until literacy development can be understood in this broader way educators will never be able to develop truly effective literacy instruction for the broad range of sociocultural communities served by schools.

From the Publisher:

Is literacy a social and cultural practice, or a set of cognitive skills to be learned and applied? Literacy researchers, who have differed sharply on this question, will welcome this book, which is the first to address the critical divide. The authors lucidly explain how we develop our abilities to read and write and offer a unified theory of literacy development that places cognitive development within a sociocultural context of literacy practices. Drawing on research that reveals connections between literacy as it is practiced outside of school and as it is taught in school, the authors argue that students learn to read and write through the knowledge and skills that they bring with them to the classroom as well as from the ways that literacy is practiced in their own different social communities.

The authors argue that until literacy development can be understood in this broader way educators will never be able to develop truly effective literacy instruction for the broad range of sociocultural communities served by schools.

Product Attributes

Product attributeBook Format:   Paperback
Product attributeNumber of Pages:   0206
Product attributePublisher:   Harvard University Press
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