The Development of School-based Literacy

A Social Ecological Perspective

Anthony Pellegrini, Lee Galda

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Paperback

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English

Routledge
29 May 2019

Educational psychology; Literacy strategies; Primary & middle schools; Teaching skills & techniques

Series: Routledge Library Editions: Literacy

Originally published in 1998. This book presents a model of social-contextual influences on children’s literacy and literate language. Literate language is similar to the language teachers use and to the language used in reading books for young children. Based on a longitudinal study in homes and schools, the authors here present the results of how diverse and close social relationships influence children’s literacy learning as they progress through the first three years of formal schooling, and discuss implications for teaching practice. Different types of reading matter in the home are examined and it is suggested that peers are helpful to the learning of literacy. Rather than separate friends as often happens in the classroom, this book suggest that interaction should be encouraged. It will be of interest to researchers and students of developmental and educational psychology, and to anyone interested in early cognitive and social development.

By: Anthony Pellegrini, Lee Galda
Imprint: Routledge
Country of Publication: United States
Dimensions: Height: 216mm, Width: 138mm,
Weight: 453g
ISBN: 9780815373834
ISBN 10: 081537383X
Series: Routledge Library Editions: Literacy
Pages: 194
Publication Date: 29 May 2019
Audience: College/higher education , Professional and scholarly , Primary , Undergraduate
Format: Paperback
Publisher's Status: Active

Anthony Pellegrini, Lee Galda