Please use this identifier to cite or link to this item: https://une.intersearch.com.au/unejspui/handle/1959.11/795
Title: Theories of Learning to Read
Contributor(s): Byrne, BJ (author)orcid 
Publication Date: 2005
Handle Link: https://hdl.handle.net/1959.11/795
Abstract: My aim in this chapter is to outline an agenda for theories of learning to read rather than to present one of my own or review existing ones. I hope to do so in a way that identifies empirical questions on which data are sparse and that also makes clear how to identify the necessary components in an optimal instruction program. Something of a case study will be made of a particular aspect of learning to read: how children take their first steps in mastering decoding. This question furnishes a useful ground for most of the conceptual and methodological points I wish to make. In addition, the level of success that children have very early in reading development continues to characterize their later progress (Bryne, Fielding-Barnsley, & Ashley, 2000; Juel, 1988). First steps matter, apparently. Before turning to the main subject matter of the chapter, there are two background issues I wish to discuss: the prospect of a broadly applicable theory of learning and the matter of motivation.
Publication Type: Book Chapter
Source of Publication: The Science of Reading: A Handbook, p. 104-119
Publisher: Blackwell Publishing
Place of Publication: Oxford
ISBN: 1405114886
Field of Research (FOR): 170103 Educational Psychology
HERDC Category Description: B1 Chapter in a Scholarly Book
Other Links: http://www.blackwellreference.com/public/book?id=g9781405114882_9781405114882
http://books.google.com.au/books?id=qV7s-Oyx13oC&printsec=frontcover#PPA104,M1
Series Name: Handbooks of Developmental Psychology
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Appears in Collections:Book Chapter

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