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|Title:||Theories of Learning to Read||Contributor(s):||Byrne, BJ (author)||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
|Series Name:||Handbooks of Developmental Psychology||Statistics to Oct 2018:||Visitors: 113
|Appears in Collections:||Book Chapter|
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