Información General

• Autores: Rui Alexandre Alves (ed. lit.), Teresa Limpo (ed. lit.), R. Malatesha Joshi (ed. lit.)
• Editores: Springer Suiza
• Año de publicación: 2020
• País: Suiza
• Idioma: inglés
• ISBN: 9783030388102, 9783030388119
• Texto completo no disponible (Saber más ...)

Resumen

• This book shows that reading-writing is a two-way street that is burgeoning with research activity. It provides a comprehensive and updated view on reading-writing connections by drawing on extant research and findings. It puts forward a new conception of literacy, one that establishes reading and writing connections as the primeval ground for building literacy science. It shows how an integrative view of literacy can have deep and lasting effects on conceptualizing literacy development in several orthographies and on improving literacy instruction and remediation worldwide. The book examines in detail such issues as modeling approaches to reading-writing relations, literacy development, reading and spelling across orthographies and integrative approaches to literacy instruction and remediation.

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Introduction to reading-writing connections: the integration roads ahead

    Teresa Limpo, R. Malatesha Joshi, Rui R. Alves

    págs. 1-7

    

  • Modeling approaches to reading-writing relations

    • Interactive dynamic literacy model: an integrative theoretical framework for reading-writing relations

      Young-Suk Grace Kim

      págs. 11-34

      

    • An analysis and comparison of three theoretical models of the reading-writing relationships in spanish-speaking children

      Juan Eugenio Jiménez González, Eduardo García, Francisco Naranjo, Sara del Cristo León Pérez, Juan Andrés Hernández Cabrera

      págs. 35-53

      

    • A “simple” illustration of a joint model of reading and writing using meta-analytic structural equation modeling (MASEM)

      Yusra Ahmed, Richard K. Wagner

      págs. 55-75

      

    • Modeling relations between reading and writing

      Richard K. Wagner

      págs. 77-82

      

  • Literacy development

    • Orality, reading and writing in early literacy

      Ana Teberosky Coronado, Angélica Sepúlveda, Otilia Costa Sousa

      págs. 85-105

      

    • Writing like a reader: developing metalinguistic understanding to support reading-writing connections

      Debra Myhill, Helen Lines, Susan Jones

      págs. 107-122

      

    • The contribution of reading abilities to the writing quality of expository text structure in hebrew speaking elementary school children

      Anat Stavans, Batia Seroussi, Amihai Rigbi, Sara Zadunaisky Ehrlich

      págs. 123-145

      

    • (Re)constructing voices: immigrant women read and write for social justice and themselves

      Robin L. Danzak

      págs. 147-161

      

    • Text writing at the core of literacy discourse

      Liliana Tolchinsky Landsmann

      págs. 163-168

      

  • Reading and spelling across orthographies

    • The role of distal and proximal cognitive processes in literacy skills in greek

      Timothy C. Papadopoulos, George K. Georgiou, Theodosia Apostolou

      págs. 171-184

      

    • Reading and spelling skills in transparent orthographies: phonological encoding and rapid automatized naming in turkish

      Ecehan Candan, Nalan Babür, Belma Haznedar, Gülcan Erçetin

      págs. 185-201

      

    • The development of reading and spelling in polish: a semi-transparent orthography

      Izabela Pietras, Marta Łockiewicz

      págs. 203-222

      

    • Research of reading and writing in Lithuania: past, present and future

      Reda Gedutienė

      págs. 223-234

      

    • A mature science of reading and spelling

      Barbara Arfe

      págs. 235-240

      

  • Integrative approaches to literacy instruction and remediation

    • The reading–writing connection in assessment of reading comprehension. Exploring the role of a communicative aspect of writing

      Per Henning Uppstad, Oddny Judith Solheim, Atle Skaftun

      págs. 243-262

      

    • Mothers teaching their children the hebrew writing system: the effects on children’s early writing and reading skills

      Adi Elimelech, Dorit Aram, Iris Levin

      págs. 263-287

      

    • Decoding and self-assessment intervention with persistently struggling readers: impacts on reading, self-efficacy and transfer on spelling

      Marie Van Reybroeck, Egidia Cumbo, Claire Gosse

      págs. 289-311

      

    • Reading and writing connections: a commentary

      Steve Graham

      págs. 313-317