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The SAGE Handbook of Writing Development

Writing development is currently the focus of substantial international debate because it is the aspect of literacy education that has been least responsive to central government and state reforms. Teaching approaches in writing have been slower to change than those in teaching reading and pupil attainment in writing has increased at a much more modest rate than pupil attainment in reading. This handbook critically examines research and theoretical issues that impact on writing development from the early years through to adulthood. It provides those researching or teaching literacy with one of the most academically authoritative and comprehensive works in the field. With expert contributors from across the world, the book represents a detailed and valuable overview of a complex area of study.

If there is a single rallying claim in the many recent discussions of the future of
reading and writing, it is, as Naomi Baron phrases it in her essay, 'The Future of
Written Culture: Envisioning Language in the New Millennium', that 'the computer
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First Word Fun

Little hands will delight in holding the colorful foam letters and matching them with the words in the companion paperback First Word Book. This easy-to-use set is ideal for toddlers" " look and say" practice and also for preschoolers learning to read. The foam letters will also familiarize children with the shapes of letters and can be used from an early age to build words.

Little hands will delight in holding the colorful foam letters and matching them with the words in the companion paperback First Word Book.

The Teaching of Reading

The Development of Literacy in the Early Years of School

The aim of this book is admirable. Despite the preponderance of texts on the development and teaching of literacy, a book which is driven by psychological theory but succeeds in combining this theory with suggestions for classroom practice is long awaited"' - Child Language Teaching and Therapy " The Teaching of Reading combines theoretical and practical aspects of literacy, and is intended to be informative and practical in its classroom application. The author shows that informed practice can only develop from a genuine understanding of the literacy process, and the book charts the way in which the young child progresses from the first glimmerings of the purpose and recognition of print, through to a state of fully developed fluent reading.

The aim of this book is admirable.