9783030388133-3030388131-Reading-Writing Connections: Towards Integrative Literacy Science (Literacy Studies)

Reading-Writing Connections: Towards Integrative Literacy Science (Literacy Studies)

ISBN-13: 9783030388133
ISBN-10: 3030388131
Edition: 1st ed. 2020
Author: R. Malatesha Joshi, Teresa Limpo, Rui A. Alves
Publication date: 2021
Publisher: Springer
Format: Paperback 336 pages
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Book details

ISBN-13: 9783030388133
ISBN-10: 3030388131
Edition: 1st ed. 2020
Author: R. Malatesha Joshi, Teresa Limpo, Rui A. Alves
Publication date: 2021
Publisher: Springer
Format: Paperback 336 pages

Summary

Reading-Writing Connections: Towards Integrative Literacy Science (Literacy Studies) (ISBN-13: 9783030388133 and ISBN-10: 3030388131), written by authors R. Malatesha Joshi, Teresa Limpo, Rui A. Alves, was published by Springer in 2021. With an overall rating of 4.4 stars, it's a notable title among other Foreign Language Study & Reference (Words, Language & Grammar ) books. You can easily purchase or rent Reading-Writing Connections: Towards Integrative Literacy Science (Literacy Studies) (Paperback) from BooksRun, along with many other new and used Foreign Language Study & Reference books and textbooks. And, if you're looking to sell your copy, our current buyback offer is $0.3.

Description

About the Author Rui A. Alves, PhD., is Assistant Professor of Psychology at the University of Porto. He is former coordinator of the Special Interest Group on Writing of the European Association for Research on Learning and Instruction. He is Associate Editor of the journals Reading & Writing and Culture & Education. Currently, he leads the European Literacy Network, ELN.Teresa Limpo is Assistant Professor at the Faculty of Psychology and Education Sciences of the University of Porto. She conducts research on the cognitive and motivational processes in writing and develops evidence-based writing interventions to promote writing skills in school-aged children. Regularly, she creates and implements professional development courses to train teachers in using these practices.R. Malatesha Joshi, Ph.D., is Professor of Reading/Language Arts Education and Educational Psychology at Texas A&M University and a fellow of the American Educational Research Association. He is the Editor of the Reading and Writing: An Interdisciplinary Journal as well as the Series Editor of Springer’s Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology, and Education. Product Description 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. From the Back Cover 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.

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